O estado da arte da produção acadêmica sobre o letramento digital na formação docente

Abstract

This text is the result of a bibliographical research, analytical and descriptive, a methodological perspective of the State of knowledge or State of the art, about digital literacy teacher training. Conducted a survey of theses and dissertations of postgraduate courses in the strict sense of the institutions of higher education of the State of Minas Gerais, in the period of 2000 to June 2017, aiming to identify which trends academic productions present the investigation on digital literacy in teacher training. As theoretical framework, discusses the Cyberculture with Lévy (1999), from the perspective of literacy Soares (1996, 2002, 2014), Street (2014) and Rojo 92003, 2012), digital literacy with Snyder (1999). As a result has been that the research is still incipient in treating of the theme and even surface, in some cases blending the determinism and relativism. There is a diversity in theoretical constructs that, consequently, show heterogeneity when it comes to teacher training.