RECONFIGURAÇÕES TECNOLÓGICAS NA ESCOLA: AS PRÁTICAS DE LETRAMENTO DIGITAL NA VISÃO DOS PROFESSORES

Abstract

This paper discussed the identity reconfigurations of teachers compared to the processes of integration of digital technologies into their teaching practice research focuses primarily on the practices of digital literacies in school, since one of the related issues concerning the (re) identity configurations in a society with unprecedented technological advances amid a globalized society. These advances and changes directly affect the school and the teaching / learning. For these reasons, this thesis aimed to investigate how digital literacy practices are being viewed and used at school, if they are, from the point of view of teachers in the areas of humanities, exact and biological. The specific objectives was to: a) see how the digital literacy practices are being seen in school, b) describe whether the practices of digital literacies are worked in school by teachers in their classroom practices and to what extent this occurs and c) investigate identity configurations of teachers, effective participants in cyberspace through blogs, as autobiographical writing aimed at critical reflection on own performance. The theoretical part listed for this work was Braga (2005), Freitas (2010);Buzato (2010); Coscarelli (2007), Moran (2007), Hall (2006), Bauman (2005), Giddens (1991, 2002) among others. The research took place in two schools in the interior of Paraná,being a public school and a private school, and research participants are teachers who work at the two schools. The research is predominantly qualitative in view of their instruments and technical procedures employed, and these questionnaires, blogs created by teachers participating in which are found the perceptions of working with digital language classroom, group discussions with participants to debate about the use of digital technologies in teaching practice. Therefore, the research was characterized with mixed method research. It is especially important to note that this research craved contribute to teachers working through the practices of literacies / digital literacies and discussion groups, to reflect on new digital technologies in the classroom and also could adopt them before this virtual universe that gather individuals in a society filled with machines and digital equipment. Furthermore, we sought to achieve results that provide better understandings of the practices of literacies / digital literacies and the need for inclusion in the digital world, as well as issues related to the (re) shaping the identity of teachers in this environment