Práticas de Letramento Digital nas Escolas Municipais de Ensino Fundamental de Patos-PB

Abstract

The present dissertation work called Practices of Digital Literacy in the Elementary Schools of Patos-PB, aims to observe the practices of digital literacy developed in Municipal public schools elementary school of Patos-PB, describe the trajectory of elementary school in Brazil from the guidelines and Bases for National EducationLDBEN No. 9.394/96, focusing on advances and challenges of digital literacy in public schools and the use of digital technologies in new ways of reading and writing, as well as identify the conceptions of the teachers regarding the pedagogic project of the schools about the importance of digital literacy, seeking to reflect on the infrastructure available and the rate at which technologies have been used by the practices of reading and writing in the classroom. As the above analysis categories work highlights the primary education, Digital Literacy, as well as reading and writing practices. As far as the research was adopted the quantitative and qualitative method, with mixed approach, involving the bibliographical research, documentary and field exploratory, descriptive and explanatory nature, from theoretical contributions of authors such as: Araújo (2008), Cagliari (2004), Lajolo and Zilberman (1982), Lévy (1996), Silva (2003), Soares (2004), among others. The field research was carried out in twelve schools, divided into four areas, according to the neighborhood where are located: Belo Horizonte, São Sebastião, Jatobá and Frei Damião. Another highlight was the application of questionnaires to teachers and students of the fifth grade of elementary school. It appears that most of the schools offers computer labs and teachers with initial and ongoing training, graduate level courses, favoring the development of reading and writing practices involving digital technologies.