Os caminhos de conhecer, refletir e experienciar o letramento digital: o discurso discente sobre a prática na formação inicial de professores

Abstract

The present research aims at unveiling the effects of digital literacy practice offered to language developing teachers at the Federal University of Juiz de Fora, from the teacher students’ perspective, during the workshop VIII – the use of new technologies in the foreign language teaching. This study intends to (i) delineate the digital literacy practices performed by the developing teachers before the formative action; (ii) evaluate the workshop regarding the teacher development; (iii) investigate the contributions of the education workshop to relation between theory and practice. Furthermore, this research seeks the personal and professional contributions for the teacher students towards technology, provided by the workshop. This thesis is a case study based on ethnographic research (ANDRÉ, 1995), which is inserted into the field of Applied Linguistics (CAVALCANTI 2011, 2013; LOPES, 2006, 2013) and adopts a qualitative research approach (BOGDAN & BILKEN 1994; DENZIN; LINCOLN, 1994; LOPES, 1994). As theoretical basis for the discussion is the teacher education ALMEIDA, 1999; KLEIMAN,1998 ; PAIVA, 2013; ROJO, 2012,2019; SILVA, 2008; SOUZA, 2007) for the use of new technologies and digital literacy(BUZATO, 2001, 2006, 2007; COSCARELLI e RIBEIRO, 2005; FREITAS, 2010; GILSTER,1997; LANKSHEAR e KNOBEL, 2002, 2011; LÉVY, 1999; SELBER, 2004; QUEVEDO, 2015). The study was performed by 30 student-teachers in initial formation enrolled in the workshop, which focused on digital literacy theory and practice. Different instruments were used to gather data such as online questionnaire, research diary, interviews performed at the end of the workshop, which lasted about 15 minutes, in order to evaluate, from the students’ point of view, the effects of the workshop on the developing teachers’ digital literacy perspective. The data findings indicate there was a close connection between the student-teachers and the digital tools on the personal, theoretical and practical dimensions; we could also find that the workshop experience had changed the developing teachers’ perspective toward digital literacy and teacher education throughout three central themes: reflecting, knowing and experiencing.