Um estudo sobre literacia digital e possibilidades de aplicabilidade em contextos formativos de professores

• Ano de defesa: 2019
• Autor(a) principal: Pinto, Joane Vilela
• Orientador(a): Boscarioli, Clodis
• Banca de defesa: Claudia, Cappelli , Lübeck, Marcos , Kemczinski, Avanilde
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Literacia digital; Formação de professores; Tecnologias digitais
• Palavras-chave em Inglês: Digital literacy; Teacher education; Digital technologies
• Palavras-chave em Espanhol: Escrita y lectura; Formación de profesores; Tecnologías digitales
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.unioeste.br/handle/tede/4756

Access to Digital Information and Communication Technologies (ICTs) has become an essential issue in contemporary times due to its influence in different areas such as educational, political, cultural and social fields. This situation fosters governmental actions, which are materialized through public policies. In the educational area, the policies reverberate, mainly, in the enlargement of the access and, also, in courses that encourage and contribute with the continuous development of teachers so that they use, in their classes, all the potentialities and resources that technologies provide. However, some researchers state that access to technologies and the Internet is important, but it is essential that users develop digital literacy skills so that they can critically analyze and evaluate the content available on the network, as well as produce their own content. Thus, this research aims to investigate the development of digital literacy skills in teacher training contexts, and to create, implement and analyze a continuous development course on this topic. A systematic review of literature was used as an instrument to systematize the bibliographies and the formative opportunities analyzed were those offered by the Núcleo de Tecnologia Educacional Municipal (NTM). For data collection, elements of netnography were used, with field notes, log books, observations, questionnaires with teachers who work in the computer labs of Foz do Iguaçu’s municipal schools, and interviews. The results of the research pointed out that training for ICTs is not yet a reality in educational policies. In relation to skills involving digital literacy, it can be stated that the subject is little addressed. However, through the development of a course, it was possible to observe that digital literacy can compose the framework of educational policies. It is hoped that this research will contribute to the advancement of knowledge on issues involving the subject.