O processo de alfabetização e letramento na cultura digital: possibilidades e desafios para os anos iniciais do ensino fundamental

Abstract

The present course conclusion work has the general objective to investigate the nuances suffered in the literacy and literacy process in the digital context and theoretical conceptions regarding the concept, given the challenges that institutions, teachers and students went through during on-line teaching in the current pandemic scenario we are experiencing. It also highlights the applicability and benefits of Digital Information and Communication Technologies (TDICs) in the classroom, as well as rethinking the school space integrated with technological resources, bringing students closer to everyday life. The methodology adopted was qualitative research (LÜDKE; ANDRÉ, 2022) carried out in a bank of national theses and dissertations (BDTD) and by the Literacy, Reading and Writing Center of the Federal University of Minas Gerais (CEALE) and Academic Google, using as time frame the last decade (2010-2021). The theoretical perspective that guided the conceptual analysis are the works of Magda Soares (2020; 2021a; 2021b), Maria Iolanda Monteiro (2020; 2010) e Rita de Cassia de Souza Landin (2015; 2020), which guided the categorization of the selection of works and their subcategories. The results obtained through a bibliographic survey revealed that there is a relatively small set of academic research on the discussion of Education in the context of digital culture for the Initial Years of Elementary School, analyzing and reflecting those technologies are increasingly entering the spheres of society, in such a way that it will not be different in the course of literacy and literacy.