Letramento digital

conceitos e relevância na prática docente dos anos finais do ensino fundamental

Abstract

The present study addressed the concepts of alphabetization, literacy, and digital literacy, highlighting that although the latter is a relatively recent term in educational literature, it has already assumed significant relevance in the contemporary context. Considering the growing presence of digital technologies in society and especially in the school environment, the research aimed to analyze whether teachers in the final years of Elementary Education understand the meaning of digital literacy, as well as to verify whether they differentiate between the concepts of alphabetization and literacy. The study also sought to investigate the importance attributed to digital literacy in pedagogical practice and to identify the use of technological resources in classroom activities. The investigation was developed through a qualitative approach, with the application of a questionnaire to teachers in the final years of Elementary Education. The theoretical foundation was primarily based on the contributions of Magda Soares (2002, 2004, 2009), a reference in literacy studies. The results indicated that teachers recognized the relevance of digital literacy for pedagogical practice and reported using technological resources whenever institutional conditions allowed. It was concluded that digital literacy constitutes an essential element for teaching practice in contemporary society, reinforcing the need for investments in infrastructure and continuing professional development.