Letramento digital na formação inicial do docente de letras no interior da Paraíba

Abstract

The objective of this research is related to digital literacy in the Full Degree course in Letters , with emphasis on the curricular component Supervised Internship addresses the growing importance of technologies in the teaching of Literature in Brazil. More specifically, it analyzes how the full degree courses in Letters of Higher Education Institutions of the interior of Paraíba have incorporated the digital literacy in the initial formation of teachers, with emphasis on the Supervised Internship. It problematizes conceptions involving teacher education, initial teacher training, digital literacy and Supervised Internship, based on the assumption that technologies, particularly the Internet, have modified the traction of reading and writing. It adopts the qualitative methodology of exploratory and descriptive nature, choosing as a sample the comparative study between the courses of Letters of a private and a public education institution, in the case, the Faculdades Integradas de Patos (FIP) and the State University of Paraíba, Campus Of Catolé do Rocha-PB. The theoretical basis of this study is the Nóvoa (1991, 1992), Fazenda (1991), Arruda (2004), Freitas (2008), Kleiman (1995, 2007, 2008), Soares (1998,2002), Baktin Antunes (2003), Geraldi (1998), Pimenta & Lima (2004), Freire (1996). As a methodological procedure, in addition to bibliographical research and literature review, initially performs a documentary research, having as reference the Law of Guidelines and Bases of National Education, the curricular guidelines of the courses of Letters, the pedagogical projects of the courses researched and the plans of Supervisors. In addition, a questionnaire was applied to all FIP and UEPB supervisors, followed by an observation about the development of the Supervised Internship directly in schools, including the monitoring and evaluation of the digital literacy practices developed in the classroom. It describes the results of the research, contextualizing the academic profile and the institutional characteristics of the studied faculties, as well as the organization of the pedagogical project and the Supervised Internship of each course. It discusses, comparatively, the conceptions, objectives and contributions of the Supervised Internship of both institutions for the formation and pedagogical practice in the field of technologies and, especially, of digital literacy.