DIGITAL LITERACY: A RESEARCH FROM THEORY TO THE TEACHING PRACTICE OF TEACHERS OF MATO GROSSO STATE
DOI:
10.23926/RPD.2526-2149.2018.v3.n1.p249-262.id88Keywords:
Teaching, Teacher, Continued formation, Digital literacyAbstract
The present study is part of a research carried out with 39 teachers of the public education in Mato Grosso and it aims to analyze and verify if the projects of continuous formation of the Center of Formation and Updating of Basic Education Professionals (CEFAPRO), in Cuiabá city, state of Mato Grosso, contemplate the digital literacy of teachers, and, if they do, how they contribute to pedagogical practice in the current technological context. The research was built on a qualitative approach and the instruments of data collection were the questionnaire and the official documents of the State Secretariat of Education, Sport and Leisure (SEDUC). The epistemological anchorage was based on the studies of Moran (2017), Rojo (2012), Soares (2009), among other researchers that deal with technology, digital literacy and teaching. The data were categorized by having the fragments of teachers' discourses organized under the basic guidelines of the Content Analysis proposed by Bardin (2011). The results indicated that the received formation contributed to the pedagogical practice and that most of the interviewees considered themselves able to work with technological resources as a pedagogical tool, however there is still a need for formation, especially in the area of digital literacy.
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