Tecnologias digitais nas práticas pedagógicas de alfabetização e letramento nos anos iniciais do ensino fundamental: quais contribuições? Quais desafios?

Abstract

The research is part of the research line ¿Teacher Education: policies and practices¿, from the Post-Graduation Program stricto sensu (Master in Education) of the Catholic University of Santos and aims to understand the pedagogical practices of literacy teachers with the use of Digital Technologies - DT in the process of literacy and literacy in the early years of elementary school. We sought to analyze the motivation and goals that lead the literacy teacher to use Digital Technology (DT) in the literacy of children and the contributions and challenges of these technologies in relation to pedagogical practices. The study is justified by the need to problematize the use of DT in children's literacy. We started with a literature review, seeking to map the scientific production related to the theme with a view to theoretical and methodological deepening in authors, among which, Ferreiro (1996; 1999; 2009; 2010; 2011), Soares (2010; 2018a; 2018b), Rojo (2009) Rojo and Moura (2012). The methodology, with a qualitative approach, focused on the analysis of reports of pedagogical practices with the use of DT, from public school literacy teachers, through the content analysis methodology (FRANCO, 2012). As instruments for data collection, questionnaires, semi-structured interviews and teachers' narratives were used, based on theoretical and methodological references. As a result, it was observed that: 1) the motivation of teachers to use DT in the literacy of their students is related to the need to conquer the student for the moment of the class; 2) the objectives are related to motivation, that is, to arouse the student's interest, to make the class playful and enjoyable; 3) teachers who declare that they do not know or do not use DT in their classes are unanimous in stating that there are contributions from DT in the literacy process; 3) among the contributions pointed out by the teachers are: (i) participating in collaborative and interactive activities; (ii) making the class playful, pleasant, interesting, attractive and meaningful for students; (iii) bringing the student closer to different spaces to which they would not have access without DT; (iv) connect the content worked in class to the student's daily life; (v) develop language acceleration, concentration and collaboration; (vi) reinforce taught content; 4) the challenges highlighted were the lack of infrastructure for the use of DT (equipment and connectivity) and training for the use of DT. Among the conclusions, it was observed that the differential in pedagogical literacy practices is less related to the use of technologies in the classroom, be it analog, digital, social, and more to the knowledge that the teacher has about literacy.