As propostas da BNCC e PNED para o letramento digital: desafios para a atuação docente

Abstract

This research aims to analyze the challenges and continuing education needs of Portuguese Language teachers in the final years of Elementary School for the implementation of digital literacy, considering the curricular requirements of the Brazilian National Common Curricular Base (BNCC), the National Digital Education Policy (PNED), and the Minas Gerais Curriculum Reference (CRMG), as well as the conditions of everyday school life. Situated in the field of educational policies and teacher education, the study assumes that digital culture reconfigures language practices and requires new pedagogical mediations, placing pressure on teachers’ work in the face of structural and formative limitations. This is a qualitative study carried out in two state public schools in Divinópolis, Minas Gerais, with five teachers and two school managers. Data were collected through semi-structured interviews, open interviews, and field diary records, and were analyzed according to Laurence Bardin’s Content Analysis. The results showed that the appropriation of normative documents occurs partially and predominantly operationally, mediated by the urgencies of everyday school life. Regarding conceptions of digital literacy, the findings indicate the coexistence of perspectives ranging from an instrumental view, centered on the technical use of tools, to a broader one, focused on critical reading and meaning-making. The pedagogical practices analyzed indicated that the use of digital technologies occurs mostly under the logic of replacing media support, reproducing traditional methodologies and limiting authorial and interactive practices. The research also revealed gaps in teacher education, marked by the absence of continuing policies and the predominance of individual initiatives. The presence of Artificial Intelligence in everyday school life was also identified, revealing pedagogical potentialities and challenges concerning authorship and the ethics of its use. At the identity level, teachers recognize the centrality of their role, but express feelings of overload and a constant need for adaptation. The study concludes that the challenges for implementing digital literacy involve the articulation between public policies, teacher education, and working conditions, beyond the availability of technological resources. As an outcome of the investigation, an interactive didactic guide was developed, aimed at teacher education for working with digital literacy in Portuguese Language classes in the final years of Elementary School.