TPACK Social: desenvolvimento do letramento digital crítico nas licenciaturas em Letras Inglês de instituições federais do Paraná

Abstract

This research starts from the process of digital literacy for the use of Information and Communication Technologies in initial teacher training pedagogical actions, understanding that this process must be critical and situated. Upon observing, through a systematic literature review, that half of the public universities in Paraná that offer the Letters course do not include Information and Communication Technologies as an integral part of the curriculum in their documents, and that these courses present demands for constant updating of teachers, for technological structuring and instrumentalization of schools, for programs for the training of teacher educators, and for the revision of the documents governing undergraduate courses with regard to technology, the research question arose: How can the concepts of Science, Technology and Society promote digital literacy, within the proposal of a Freirean Problematizing Pedagogy, in the English Language and Literature degree? Based on this scenario, research was conducted within the theoretical context of Science, Technology and Society Studies, articulated with the theoretical frameworks of teacher training for the use of Information and Communication Technologies and Freirean Problematizing Pedagogy, analyzing teacher training in undergraduate English Language and Literature courses at federal institutions in Paraná. To this end, the general objective was defined as analyzing how teacher training occurs in undergraduate English Language and Literature courses in Paraná, based on its articulation with Freirean Problematizing Pedagogy and STS studies, to build a Social TPACK. By articulating these theoretical concepts, the results of a systematic literature review to define the state of the art of teacher training for the use of Information and Communication Technologies in English Language and Literature courses in Brazil, and of a documentary research that analyzed the guiding documents of Education and Teacher Training and those of English Language and Literature courses, the só called TPACK Social theoretical framework was proposed as a conceptual lens to look at teacher training with regard to Information and Communication Technologies, as a way to promote teachers’ digital literacy, based on critical theories such as Science, Technology and Society studies and Freirean Problematizing Pedagogy, in the training of English teachers.