Letramento informacional digital na formação inicial e continuada de professores de letras

Abstract

In face of the experience lived for four years as a teacher responsible for the Educational Technology Centre. We realize that didactic and pedagogical activities proposed through use of the internet were not carried out regularly, not even planned and or prepared in advance, which usually committed the teaching-learning process. From this issue, we decided to investigate the process of reading and seeking information from those who will work soon in classrooms; it means teachers in initial training. In partnership with the University of Campinas research group we investigated the Digital Informational Literacy of 10 academics from the first and 10 from the fourth year of Letters course from the Federal University of Grande Dourados. This did happen through the development of a targeted activity for the construction of a infographic, from which students use personal strategies to search for information. We decided to select two undergraduate classes to compare how students entering and completing graduation. Analyzing the process (preparation of infographic) and the product (infographic). For the analysis of data Shankar work was used as theoretical and methodological framework. The author proposes the Ellis model, composed of six stages 1.Start; 2. Chaining; 3. Browsing; 4. Differentiating: 5. Monitoring: 6. Extracting. The research was conducted in two stages: on the first stage (MAGALHÃES, 2016), we recorded the search process and information; on the second (the subject of this research), we carried out a training with scholars of the Scholarship Program for New Teachers. The purpose of training was to meet the needs of the future teachers. We seek to provide knowledge and material for new ways of reading and information search, and promote discussions about pedagogical experiences involving Digital literacy and Portuguese Language teaching. In this phase, it was possible to compare the infographics of four scholars that were part of two generations of data and analyze the Digital Literacy and Digital and Information Literacy advances after the training. As well as, the digital technological difficulties that still remains after formation. As a result of the research, we found that some practices need to be reformed in training (initial and continuing) for teachers. The data revealed that the integration of practices with technology is still a challenge. On the other hand, the formation, as offered to Scholarship Program for New Teachers group, provided reflection about Digital literacy and better performance of these participants in searching more objective and reliable information, the selection of content, applicability of technology to understand the content.