Percepções de alunos do ensino médio sobre o uso de livros didáticos digitais

Abstract

New digital information and communication technologies have substantially changed social practices, including those within the school environment. In this context, one of the resources that has drawn interest is the digital textbook, a resource already present in some educational institutions and that requires rethinking of the methodologies adopted by the teachers, as well as of the study strategies mobilized by the students. Considering that this type of resource, taken as an innovation, is often adopted without the prior approval of all its users, this monograph aims to explore the perceptions of high school students from a private school about the use of digital textbooks as substitutes of printed books. The corpus was formed from a set of data collected from the application of a questionnaire via Google Forms digital platform to 75 subjects from three different grades, who, as they started high school, were exposed to the use textbooks in their school routine. The statements of these subjects were used as both qualitative and quantitative data, analyzed by simple statistical methods (percentage contrasts) and by groupings based on similarities in their positions. Thus, five analytical categories were established: (i) predilection of digital over traditional, printed textbooks; (ii) perception of the role of printed technology in the context of use of digital textbooks; (iii) skills required for the use of digital textbooks; (iv) preparation of students and teachers for the use of digital textbooks; and (v) satisfaction with the use of digital textbooks. The theoretical foundation that supported the analysis includes studies related to themes such as: the textbook presence in education (LAJOLO, 1996; ZILBERMAN, 1996); multimodality in the constitution of the digital textbook (ROJO, 2012; ROJO; BARBOSA, 2015); the multiple faces of the digital textbook (FLATSCHART, 2014); and the use of digital textbooks in schools as resources for the consolidation of blended learning (BACICH; TANZI NETO; TREVISANI, 2015) and active methodologies (MORAN, 2015; 2018). From the results achieved, it is possible to conclude that digital textbooks have their importance to the research participants, allowing a work based on multimodality and multiliteracies, although they still need to coexist with the printed ones and require, from school, students and teachers, some adjustment to new languages and methodologies.