O Letramento digital na formação inicial do professor : a concepção dos professores formadores do curso de pedagogia UEG/Campus Inhumas

Abstract

This research analyzed the conception of the teachers of the Pedagogy course of UEG / Câmpus Inhumas about digital literacy and its specificity in the professional education of the pedagogue. From this perspective, the research sought to highlight whether Digital Information and Communication Technologies (ICT) are used in the course of Pedagogy with a view to digital literacy. In the current context of our society, it becomes almost impossible to think of an education without the presence of technologies, since social changes subject education to new demands. With access to the internet and the computer it was possible to relate to a world of new possibilities. Communication mediated by digital technology began to explore these possibilities opened by the internet. Digital technologies have introduced new modes of communication, such as the creation and use of images, sounds, animation and the combination of these modalities. These new forms of communication have led to the emergence of new textual genres, that is, digital genres that emerge from virtual environments. We live amongst new modalities of social practices of reading and writing that reveal that a new literacy is indispensable beyond print. It is essential, therefore, to analyze the training of teachers in the field of digital literacy, since they are important agents in the teaching and learning processes. The study presents concepts of digital literacy emphasizing its interface with digital inclusion, which, if approached in the school context, can contribute to the development of an inclusive education. It emphasizes the conceptions of digital literacy presented by teacher educators as teachers responsible for training new teachers and the need for them to meet the sociocultural demands of their students, future teachers. Research is anchored in the principles of the qualitative approach and developed in two stages. The first one is characterized by the construction of the theoretical contribution based on the analysis of the legal documents of the UEG / Câmpus Inhumas Pedagogy course and the bibliographic review, and the second is the empirical research. As data collection instruments, interviews were carried out and questionnaires were applied with the course teachers as research subjects. The results point out that it is necessary to make much progress in the insertion of digital information and communication technologies in the teacher training processes with a view to digital literacy. In the investigated institution, the use of the ICT still happens in a timid way, which can compromise the digital literacy of the academics who need greater attention regarding the use and the social application of such knowledge. It is noteworthy that most teachers maintain a certain relationship with digital information and communication technologies, but they can not integrate them into pedagogical practices beyond the instrumental bias.