Letramentos digitais de professores da educação básica : dos operacionais aos profissionais

Abstract

In this work, I analyzed digital literacy practices of teachers "in service" of the Basic Education of some public schools in the city of Uberlândia. The objective was to investigate and analyze the digital literacy of teachers and their (no) transposition to the practices of digital literacy for professional purposes of language teaching in Basic Education. This proposal is in the context of discussions about the impact of TDIC on the literate subjects´s life and the cultural and social consequences of digital literacy for society as a whole. Thus, taking as the object of study the digital literacy of teachers of Public Basic Education, I investigated the following research problem: teachers make use of TDIC as a simple transfer of digital literacy that they have already developed, or if from their basic digital literacy and individuals, they feel prepared and enabled to employ them in literacy practices in the context of language teaching. In order to analyze these practices, I took the New Literacy Studies - NLS (STREET, 1984, 2003), the studies on digital literacy (KRESS, 2003; STREET, 2009) , 2004) and the concepts of standardization (BAX, 2003; CHAMBERS; BAX, 2006). As a methodological axis, I opted for the "Qualitative Epistemology" approach (GONZÁLES REY, 2005) and opted for the interpretative path (BOGDAN; BIKLEN, 1994), since we are in a moment of fluidity of concepts and truths. I outlined the digital literacy profiles, from the Digital Literacy Matrix of Behar et al (2013) and Selber (2004), of the language teachers in Basic Education who participated in the research, in a total of twenty-one respondents of the questionnaires, of which eight were interviewed and, among them, four elaborated narratives of digital literacy events. The data collection base includes questionnaires, interviews, spontaneous narratives, and some field notes, with survey participants. Participants, digital literacy, seem to use their digital literacy only as an adaptation of resources to assist them in their teaching activities, without the full awareness of the use of TDICs in a critical and reflexive manner as required by professional literacy.