Literacia digital dos professores de português do ensino médio

Abstract

This research aimed to analyze digital literacy, understood as the appropriation of digital information and communication technologies, in the pedagogical practices of high school Portuguese language teachers. The research presents theoretical and conceptual foundations in the field of communication and on initial and continuing teacher education, seeking to clarify the concept of literacy. We consider the Common National Curriculum Base for secondary education as a legal framework. The participants are professors working in state public schools located in Pato Branco (PR). Data collection used an online semi-structured questionnaire. Part of the questionnaire includes thirty multiple-choice questions to compose the digital literacy self-assessment scale for teachers (AliDip). We applied a mixed analysis to the collected data, considering both quantitative and qualitative aspects. The results obtained from the AliDip Scale indicate that most participating teachers have higher scores in instrumental competences than in pedagogical competence. The participants found themselves in a context of severely exacerbated difficulties due to the COVID-19 pandemic, as they were forced to adapt to a remote and virtual teaching model, using their own technological resources and working from their family living environments.