Letramento digital na formação superior do professor de matemática na modalidade a distância

Abstract

This research was carried out at the Graduate Program in Education Stricto Sensu at the University of Caxias do Sul, in their research line on Education, Language and Technology. The investigation consisted on a study case whose scenario was an undergraduate program for Math teachers, offered in the form of distance learning. The goal was to understand the development of practices of digital literacy in the process of teaching-learning of the program. With a qualitative approach, we analyze and interpret the written records of the participants in the Virtual Learning Environment (VLE), records that made up our corpus. By supporting this proposal theoretically, we look for references that contemplate aspects related to the research, such as digital culture, digital literacy, Education in the context of digital technologies, teaching-learning process, distance education, and teacher development. With that theoretical base, the methodological trajectory was a study case according to Yin‟s perspective (2010). Analyses procedures were developed at the light of discourse text analysis, as per Moraes e Galiazzi (2007), in three cycles: unitizing, categorizing and communicating the new emerging categories. During the analysis, we noticed some practices of digital literacy, though sometimes superficial or introductory. We understand that in the research scenario there are factors that minimize and others that potentialize the development of digital literacy practices. As minimizing factors, we can mention the students‟ mandatory participation, the lack of pedagogical intervention problematizing discussions, and the emphasis on transmission of information, among others. As potentializing factors, we can mention social participation, problematization of questions, and digital fluency. Associating theoretical elements and our understanding from the entire process, we point out some guiding principles for the organization of educational practices which can promote digital literacy in its teaching-learning process.