Desafios no uso da tecnologia digital como ferramenta no processo de alfabetização e letramento de uma escola pública

Abstract

The advent and expansion of Digital Information and Communication Technologies (DICT) have brought a series of implications for society. Among these changes are those that directly affect educational processes. Children today, embedded in what we call digital culture, have different ways of seeing and perceiving the world, which relates to literacy and letteracy practices. Given this context, this study aims to analyze the main challenges and adversities in using digital technologies as a teaching resource for the literacy and letteracy process of children in the early years of elementary school at a public school in the Mid-West of Minas Gerais. Regarding the research methodology, the study adopts an exploratory qualitative approach. As for methodological procedures, the following were used: a narrative literature review, semi-structured interviews, and non-participant observation. The investigation sought to research the teacher's routine regarding lesson preparation, how their planning occurs given the existing and non-existent tools in their work environment, and their perceptions of methodologies based on literacy and letteracy with the use of digital technology and its trends, while also identifying challenges in practice with digital technologies. Regarding the results, the data indicate that teachers show difficulties in implementing digital technologies in the classroom, arising primarily from a lack of continuing education. Additionally, although teachers recognize the potential of technological resources, it was observed that digital technology is not considered an essential resource for the literacy cycle, with the teacher remaining the primary agent of the teaching-learning process. As a final result, a workshop proposal was developed as an educational product: learning workshops aimed at providing contributions to teachers and basic education specialists working in literacy and letteracy processes in the early years of elementary school.