O uso das tecnologias digitais de informação e comunicação na perspectiva da alfabetização e letramento: a visão de professores do Ensino Fundamental I de uma escola no sudoeste de Mato Grosso

• Ano de defesa: 2022
• Autor(a) principal: Vasconcelos, Josiene Araújo de
• Orientador(a): Santos, Pricila Kohls dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Letramento; Alfabetização; Ensino fundamental; Tecnologias digitais de informação e comunicação
• Palavras-chave em Inglês: Digital information and communication technologies; Elementary school; Alphabetization; Literacy
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/2979

The present study has as line of research technology, education, and communication with the theme the use of digital information and communication technologies from the perspective of literacy and literacy in the view of teachers at a school in southwestern Mato Grosso, the focus of this research aims to know in the perception of teachers how digital technologies help in the process of literacy and literacy of students in elementary school I. The study was developed based on authors such as: Emilia Ferreiro, Magda Soares, among others who corroborate the research in the constructivist process of literacy and literacy. In the field that corresponds the TDICs were contemplated authors such as: José Moran, Lucia Santaella, Pierre Lévy, complemented with the discursive textual analysis that covers the authors Moraes and Galliazzi. The methodology consisted of a qualitative, descriptive, and exploratory research, using data analysis, discursive textual analysis, bibliographic research of the state of knowledge, field research through semi-structured interviews with 06 elementary school teachers in southwestern Mato Grosso. Through the problem of research, we identified the need for a training course with the use of technologies in schools, and also, if we consider that for many students the school is the only space it has to have access to digital technologies, even more relevant is the role of the school to provide opportunities for the experience of this new form of communication and knowledge production, its use as an instrument for learning and, consequently, the schooling process has been pressured to make structural and organizational changes using digital technologies. Thus, the process of teacher education is essential for the teacher to be provided with theoretical knowledge that, together with his daily experiences, overcome the difficulties and problems of the profession, thus obtaining his professional and personal achievement.