Letramento digital crítico no ensino fundamental - anos iniciais: realidade e desafios

Abstract

This work consists of a qualitative research with a descriptive-interpretative approach, which investigated the insertion of digital literacy in contexts of language practices in a school in the municipal public education system, located in the city of Anápolis, state from Goiás, Brazil. The research referred to here seeks to identify the reality and challenges presented by digital literacy in a critical perspective. The increasing use of information and communication technologies (ICTs) has provoked profound changes in social relations, which are reflected in the current education models, through an amount of information and knowledge which generates and at the same atime are a resut of different ways of teaching and learning.. In this sense, the school's challenge is enormous, since this social institution deals directly with diverse knowledge intermediated by professionals and apprentices in constant interaction with the digital technologies which come out with the Internet. The investigation reported here involved 33 students from a class of 5th grade Elementary School - Early Years, in the afternoon shift and followed the qualitative research paradigm (LUDKE; ANDRÉ, 1986). The concepts used in the work include literacies (STREET, 1980; SOARES, 2002), multiliteracies (ROJO, 2012; COPE; KALANTZIS, 2000), critical literacies (CASSANY; CASTELLA, 2010; PENNYCOOK, 2001; DUBOC, 2017; JORDÃO, 2013), digital literacy (XAVIER, 2006; FREITAS, 2010) among others. The data were collected from February to April 2019, in the classroom and in the school’s computer lab through observations, field notes, semi-structured questionnaires to students and to the teacher, audio recordings and a sequence of didactic-pedagogical activities. The results point out: (1) the need to reinforce, together with those directly involved in the educational context, the potential of digital tools as an instrument for educating critical subjects aware of their social and political role in society, a fundamental principle of critical digital literacy; (2) digital literate practices are still beginning and punctual, not achieving full and articulated functioning with students’ education; (3) little openness to sociodiscursive practices, in addition to little encouragement and incentive for collaborative work using digital technologies.