Letramento digital na escola pública no Município de Cachoeira do Piriá: avanços e entraves

Abstract

This research deals with the digital literacy in public school. For both objectively identify the advances and obstacles in the process of digital literacy in a public school. In literature stand out Heatinger (2003), VALENTE (1999), Tfouni (1995) and others. The field research was conducted at the Municipal School of Basic Education Rogan Oliveira at the headquarters of the municipality of Cachoeira do Piriá. This research took place in two stages. The first was from the questionnaires with 12 teachers and 27 students. In this first stage we aimed the previous survey on which the knowledge that students and teachers were using ICT. In the second stage of field research conducted workshops on ICT use, aimed at teachers working with the 6th grade of elementary school, and also to the students of a class of 6th year of the afternoon with 27 students, these workshops were used computational resources. Ownership of the data collected and always grounded by the theoretical departed for analysis and interpretation of data in order to contribute to a better performance with respect to advances and barriers to the use of new educational technologies. There are teachers and students believe in the importance of new technologies in education, however have few opportunities for this use. These subjects have limited access to computers and the Internet, and because the school did not plan adequately the computer lab is, most of the time underutilized. We conclude that the progress made by the public school as the digital literacy focuses on the existence of computers and Internet access at school, in the belief of teachers and students about the importance of technology for learning and the fact that the students interact with resources the Internet, even in cyber. The obstacles include the lack of school planning, lack of participation in educational management, lack of continuing education for the teacher regarding the use of technologies and the dichotomy between what teachers say and effective practice.