Práticas de letramento digital no ensino superior: algumas considerações

Abstract

The research that gave rise to this dissertation had as a guiding question: how do digital literacy practices occur in higher education in contexts that use virtual learning environments to mediate educational processes? The theoretical framework was based on concepts related to Education in the age of digital culture, digital literacy, virtual learning environments, teacher training in higher education and digital literacy practice. The methodological design was based on the bibliographical research where the theoretical corpus was constituted by texts identified from a search where the themes for that were related to the research question. Through content analysis, two categories were defined: teaching performance in a virtual learning environment and digital literacy practice in higher education, which, when deployed and articulated, generated the answers to the research question. The results indicate that digital technologies need to be articulated to the pedagogical processes, allowing teachers and students to be co-creating learning practices. They also indicate that the digital literacy practices in virtual learning environments require collective planning that favors interaction and mediation, and that the operations carried out through the digital resources are signified by the students. We can also recommend, based on the results found, that thinking about digital literacy practices requires reviewing the concept of curriculum, teaching and student performance and educational practice, taking into account the potential of digital resources as mediators of the teaching process and learning.