Alfabetização, letramento e tecnologias digitais: reflexões a partir de uma formação continuada para professoras

Abstract

Digital Information and Communication Technology (DICT) is present at various moments in daily life, and its importance in carrying out the most varied daily activities is undeniable. Technology is also present in the daily lives of schoolchildren. The guiding document for Brazilian education, the Common National Curriculum Base (BNCC), clearly highlights the use of technology as a teaching resource in all curricular components, in order to develop the skills needed to use technology. In the Portuguese Language component, there is a call for the use of digital and technological resources both in the general guidelines and in the skills proposed for the Early Years of Primary School. In view of this, the general aim of this research is to analyze the process of continuing education for teachers who work in elementary school classes, based on reflections on alphabetization, literacy and multilearning. The research seeks to verify the effects of collaborative action research on the use of DICTs and gamification as a resource in the service of literacy. The following question guided this research: Can continuing education influence the practice of teachers, providing reflection on alphabetization and literacy, and leading them to use digital and technological resources as tools to enhance these processes? This question is pertinent due to the latent need for continuing training to fill the gaps left by initial training in relation to the use of DICTs in the classroom. The study is based on the provision of continuing training for teachers who work in literacy classes, focusing on the 1st year of Primary School - Early Years. The content of each training meeting, as well as covering topics pertinent to literacy, included the use of DICTs, with the aim of introducing teachers to tools already available online, as well as encouraging them to develop their own activities and games to enhance learning to read and write. To this end, platforms such as Wordwall, Educaplay, the educational game Brincando com Ariê and the educational software GCompris were used. Methodologically, this research has a qualitative approach and is based on the assumptions of Applied Linguistics. As the initial training of most teachers did not include the use of TDICs in their curriculum, it is up to continuing training to help them understand and use these resources pedagogically, as well as discussing issues related to literacy and literacy. The reflections on alphabetization and literacy were based on authors such as Soares (2004, 2020, 2022), Tfouni (1995), Freire (2011), Kato (1986), Bortoni-Ricardo (2012) and others. With regard to multilearning, gamification, alphabetization and digital literacy, the studies by Rojo (2012, 2013, 2019), Ribeiro (2020, 2023), Frade, Araújo and Glória (2018), Coscarelli (2019), Moran (2000), Rau (2013), Temóteo (2021), Glória (2011) and Corrêa and Dias (2016) were timely. Libâneo (2004), Kenski (2003), Gadotti (2011), Nóvoa (1992) and Mendonça and Kodama (2016) were used to highlight the importance of continuing education. The data generated in this investigation was obtained during continuing education with 11 teachers participating in this research and during reflective sessions with two pairs of teachers. In addition to the sessions, three classes of one of the teachers were monitored. The results reveal the importance of investing in teacher training, not just with lectures, but also by providing opportunities for teachers and trainers to exchange experiences. It also highlights the need for investment in improving digital resources, starting with school connectivity. Considering that this research focuses on continuing education and the analysis of lesson plans, it is hoped that it will contribute to the education of other literacy teachers.