Banca de DEFESA: GLÊNIO MORAIS RÉGIS

DIGITAL LETTERING AND TEACHING TRAINING WITH A FOCUS ON SIGEDUC'S INTERNATIONAL RESOURCES

 

 

 

 

Digital Literacy. Teacher training. Interactional Resources. SIGEDUC.

In the brazilian educational context, in recent years, virtual environments have contributed to making the practice of Digital Literacy (LD) a reality in educational institutions. However, not all teachers have adhered to the use of this technology, either due to resistance or the lack of training courses capable of guiding the relevance and benefits that the use of Information and Communication Technologies (ICT) can generate for teaching work and interaction with students. With that in mind, we sought, based on a diagnosis, carried out with teachers of basic education in the state education network linked to the 9th Regional Directorate of Education (DIREC), to plan and apply the Didactic Gender Project (PDG) in order to mitigate the difficulties and resistance to the use of the interactive tools of the Integrated Education Management System (SIGEDUC). Based on this reality, the present research aims to investigate the possible contributions of the application of an interventional activity, through the PDG, for the improvement of the teacher's Digital Literacy regarding the daily use of the interactive tools offered by SIGEDUC. Methodologically, this investigation is part of the guidelines of Applied Linguistics (MOITA LOPES, 1996, 2009; PENNYCOOK, 2009) and is characterized as an action research (THIOLLENT, 2002) with a qualitative data approach (BODGAN, BIKLEN, 1994). In theoretical terms, we seek to base the discussions and practices on the contributions of Literacy Studies (KLEIMAN, 1995; OLIVEIRA, 2008), specifically, with regard to Digital Literacy (SOARES, 2002; COSCARELLI; RIBEIRO, 2011; XAVIER, 2011 ; RIBEIRO, 2008) and teacher training (COSCARELLI; RIBEIRO, 2007; BNCC, 2017; RIBEIRO, 2016; KENSKI, 1998). Therefore, the data analysis allowed us to show that: (i) before the course, the teachers' LD practices did not include the use of SIGEDUC's interactive resources; (ii) throughout the development of the proposal, they developed new LD practices in their work activities, using this system, more precisely with regard to their interactive artifacts.