Novas tecnologias digitais da informação e comunicação aplicadas ao ensino médio e técnico de uma escola da rede pública federal de Uberaba-MG

Abstract

The age of information‟s technology is present into everyone‟s quotidian, since home until public life; thus, it‟s extremely important that, into school‟s context, the Portuguese Language Teacher leads their pupils‟ to digital literacy‟s formation and development, whereas digital literacy is, certainly, a decisive factor to social inclusion. The proposal theme to this research project originated from reality school‟s awareness and has as general objective to investigate relevant and innovative methodological approaches to teaching-learning process using the Digital Information Technologies and Communication (TDIC) into school context aiming multiliteracies development and meaningful learnings of students, having as basic presupposition the digital literacy. The project is motivated by hypothesis-questions like as: Which paradigms related to TDIC are nowadays applied at school? Which challenges the teachers who teach to generation of students inserted on social networks and on multiliteracies face? Which practices promote the construction of meaningful knowledges by using TDIC at the teaching-learning process at school? The TDIC are effectively accomplishing their function at the school where the research was done? Is it possible to present an innovative proposal to use TDIC aiming the practice of multileracy pedagogy? It‟s an action research with qualitative approach and ethnographic nature, permitting an investigation of pedagogical practice and of individual experience, studying them in a natural way into school quotidian, building a detailed picture of the context from participative and contextualized observation. After, a data analysis was done aiming to summarize, classify and codify the observations and data obtained, through inductive, deductive and comparative reasoning. At last, a qualitative evaluation was done, which one intends to make evident the reasons of the difficulties in using TDIC and in determine which traditional TDIC classroom practices effectively lead or not to digital literacy, as well to discuss and/or suggest the ones are appropriate to the practices of new literacy and/or multileracy in teaching Portuguese Language.