Letramento digital na formação docente em Minas Gerais: um estado do conhecimento

Abstract

This work is characterized as a bibliographic, analytical and descriptive research, in a methodological perspective of the State of Knowledge or State of the Art, about digital literacy in teacher training, where a survey of thesis and dissertations of the stricto postgraduate courses was carried out sensu of the Institutions of Higher Education of the State of Minas Gerais, from 2000 to June 2017, with the objective of identifying the trends that the academic productions present in the investigations on di gital literacy in teacher training, to identify the main theoretical references used , the methodologies adopted and the results achieved and propose a substantive theory for digital literacy in teacher education. The data were analyzed qualitatively from Data Theory Glaser and Strauss (1999). As a theoretical reference, he approached the Cyberculture proposed by Lévy (1999), the new interactions from digital technologies, including the development of oral, reading and writing skills, as well as Literature, from Soares' perspective (1996, 2002, 2014), the New Letters in the autonomous and ideological models, according to Street (2014) and the multiliteracy, according to the studies of Rojo (2003, 2012). For the discussion of Digital Literacy, it was based on Snyder (1999) and 3D model, applied this phenomenon in Teacher Training, using the teaching knowledge, dialoguing Tardif (2014) with the training practice proposed by Freire (2015) and with the technological training of Nóvoa (2009). As a result, it was noticed that research is still incipient when dealing with the subject and even superficial when dealing with digital technologies only as instruments, identified teachers' feelings of resistance, although there are teachers interested in the domination of these technologies. Beyond the possibility of creating a substantive grounded theory.