Competências digitais dos professores para o desenvolvimento do letramento digital na educação básica

• Ano de defesa: 2024
• Autor(a) principal: Conceição, Elizete de Fatima Veiga da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Tecnologias digitais; Cultura digital; Competências digitais; Teoria da atividade; Digital technologies; Digital culture; Digital skills; Activity theory; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/34625

We live in a digital age, a time when we have an abundance of daily information, and digital technologies are part of our daily lives. Hence, the need for digital literacy in educational contexts and the development of digital teacher competence. This work is linked to the Postgraduate Program in Education (PPGE) of the Federal University of Santa Maria (UFSM), research line teaching, knowledge and professional development LP1. The objective of this research is to evaluate the integration of digital technology by teachers to promote digital inclusion and digital teacher competence in the development of digital literacy, based on the analysis of teaching aspirations. To this end, we investigated teachers from a public elementary school in the municipality of Silveira Martins. This is a qualitative research, a case study, in which we used as data collection instruments, documentary analysis of the guiding documents of Brazilian education, a GuiaEdutec questionnaire and an interview that was conducted via Google Meet. In the first phase, we gathered data from the questionnaire responses, which measured the level of digital competence of teachers. We then conducted a document analysis and then interviewed some of the teachers who responded to the questionnaire. The data collected were analyzed according to the dimensions established for the research: pedagogical dimension, digital citizenship and professional development. For the analysis of the data, we relied on the literature established to compose the theoretical framework and on Activity Theory. Our results show that teachers are at an intermediate level of digital competence, as we see in the research excerpts, educational institutions still do not provide conditions for teachers that allow them to promote their digital competences to develop digital literacy. We conclude that there is a gap to be studied in the continued digital training of teachers, aimed at developing digital teacher competence. Teachers use DICT discreetly, they realize the importance of using it in teaching and learning, but they do not promote students' digital citizenship and are unable to advance their levels of digital competence. Therefore, digital literacy is not being developed in schools, since DL is currently a set of digital competences, involving interactive practices in digital environments, human actions and interactions, which promote critical reading of the information accessed, the ethical and responsible use of digital information and communication technologies, and digital inclusion. As a suggestion for future research, we suggest studying how digital training for teachers is being organized by teaching secretaries.