Letramento digital na educação a distância: interfaces com a formação de professores

Abstract

The relationship between language, technology and education is very recent and has been the subject of research in different studies, because we currently have a generation of digital natives, in other words children who had access to technology from an early age. Many children learn when they interact with information, collaborative environments, and also when they create content. In this context, how can teachers interact with their students in this Digital Age, in pedagogical learning spaces, built from the use of ICTs? This research aims to analyze how is the initial formation of teachers in the Degree in Pedagogy, in Distance Education from the IESM College, in view of the didactic-methodological guidelines directed to digital literacy practices of undergraduates. Therefore, a field research was conducted at IESM College, in the Degree in Pedagogy in distance learning. The theoretical framework used listed the following contents: Distance Education and Teacher Education; Distance learning from LDB 9394/96: Historicity and Regulation: Digital Literacy and Teacher Training: Digital Literacy. A research was conducted in a qualitative, descriptive approach using as data collection instruments the semi-structured questionnaire. In this work a content analysis was performed, which obtained the information acquired throughout the research and also a documentary analysis, through the analysis of the PPC (Pedagogical Project of the Course of the Pedagogy Course). Then, the analysis of the questionnaires applied with students, teachers and coordinators of the Degree in Pedagogy in Distance Education course was made. Finally, performed this step, through the speech of the researched subjects, sought to define which strategies could be used to contribute to the process of training of undergraduate students in Pedagogy regarding Digital Literacy. In this understanding was structured as strategy an online training course for teachers using technologies in the classroom, focusing on Digital Literacy in the Pedagogy Course making a link with Distance Education as an alternative in teacher training for use of technologies. The main point of this research is the idea that the guidance received by the students of the Pedagogy Course of IESM College leaves something to be desired with regard to Digital Literacy, as they have difficulty applying it in their pedagogical practices.