Letramento digital na formação inicial do pedagogo: o olhar dos discentes

Abstract

Digital technologies (DTs) compose and modify our ways of teaching, learning, reading, and writing, providing opportunities for participation and the development of digital literacy through the screens of desktops, notebooks, tablets, e-readers, and smartphones. Thus, it is relevant that the initial formation of teachers promotes the teaching and learning process, and the literacy, through the DTs, allowing the understanding of the importance of the teacher being prepared and present as the mediator of this process, enabling the student to access and, mainly, analyze the diverse information, positioning himself in a critical, reflective, and competent way. The general objective of this study was to analyze the perspectives expressed by students of the Pedagogy undergraduate course about digital literacy in their education process. Thus, it counted on the participation of students from the Pedagogy undergraduate course enrolled from the fourth to the eighth semester in a community institution of higher education in Serra Gaúcha. For the data survey, following the context and technological resources currently used as well as the theme, an online form was used, created in Google Forms, composed of objective and discursive questions. Thus, the statements recorded in the form composed the corpus, submitted to the phases proposed for content analysis (BARDIN, 2011): pre-analysis, material exploration and treatment of results, inference and interpretation. The research relies mainly on the considerations of Lévy (1999), Castells (1999) and Lemos (2013) about digital culture; of Soares (1998), Coscarelli and Ribeiro (2011) and Rojo (2013) about digital literacy; and of Gatti (2019), Libâneo and Pimenta (1999) and Valente (2020) about initial teacher training. In the process of analysis, three categories emerged: Conception of Digital Literacy, Practices with Digital Technologies, and Constitution of the Pedagogue. The results show that digital literacy is a complex term, with a broad meaning, going beyond the skills of knowing how to use different technological resources. It involves social, cognitive, and discursive learning processes through screens, integrating a movement that is potentiated and affirmed in the contemporary moment. We conclude that digital literacy and the different elements that compose it are fundamental aspects for the formation of the future pedagogue, and represent new challenges that, as mediators of knowledge, cannot be ignored. [resumo fornecido pelo autor]