Percepções sobre letramentos digitais dos professores de língua inglesa da rede estadual e municipal de ensino fundamental (6. ao 9. ano) em Uberaba-MG

Abstract

The dissertation aims to present the results of research on the practices of digital literacy of 16 English language teachers of basic education working in the city of Uberaba and who teach in public schools (municipal and state) in final years (6th to 9th grades) of elementary education. When the initial proposition of the research project, we realized that there was a necessity to diagnose the profile and knowledge that constitute the digital literacy of teachers working in the region, as well as to analyze the methodology strategies for teaching reading and writing of textual genres in digital environments, using both the classroom environment and the remote system for teaching the English language. In this sense, the research proposal aims to demonstrate contributions to studies on the continuing education qualification of basic education teachers. According to Petarnella (2008), with regard to information and communication media technologies applied in the daily school life of students and teachers, it is clear that students relate to technologies much of their time, regardless of their socioeconomic status and age. At the time the research was carried out by Petarnella (2008) over 10 years ago, students had access to video games, televisions, computers and cell phones; and, in this way, they could also access social media and digital platforms that could be used in the classroom. Although this work was carried out so long ago, the subject is current, as the difficulties encountered are the same and the methodology used in the classroom for teaching with technologies is a topic to be analyzed in the school context. In this work, it was noticed how relevant the subject is, because the use of technology is increasingly present in the school environment, especially when it comes to a pandemic context in which one of the resources that students have to continue studying is the use of ICTs. Indeed, the main issue of the work we developed in the research is to verify how teachers use technologies in their daily activities in interactional processes, and also to check whether the knowledge of these practices extends to the context of the classroom in which they act as English language teachers. Thus, the research aims to diagnose the scenario in which teachers work in schools and draws a profile of the teacher in order to understand their perception of digital literacy practices in the school context based on previous diagnosis made through a semi-structured questionnaire that was answered by teachers using Google Form. Therefore, it is considered that the practices carried out with teachers point to a real interest in working with ICTs in the classroom. In addition, they also demonstrate ways to continue the research, as well as raise more in-depth studies on the critical analysis of the role of learning through digital mobility in educator training.