Os desafios dos letramentos digitais no ensino de língua portuguesa em escolas públicas estaduais do bairro de São Caetano, Salvador.

Abstract

Faced with the constant transformations with regard to digital technologies, it is noted that society has been reconfigured in order to accompany them, and the changes resulting from its presence strongly noticed, end up modifying and becoming part of all spheres of human life and activity. although the virtual world is not yet accessible to everyone, yet it manages to include a portion considerable part of the population, which increasingly becomes dependent on the use of devices and tools digital technologies to carry out personal and/or professional activities. Considering this In this context, the research presented here sought to show that education also suffers strong influences of the digital universe, in addition to pointing out that the school still has many difficulties to incorporate these digital media as didactic resources in teaching due to several factors. The main theoretical object of this work were digital literacies, here understood as essential skills for the formation of the 21st century student. Thus, this research sought to verify if digital technologies are present in the teaching and learning processes, with a focus on Portuguese language classes, for the students of public schools in the state network in the neighborhood of São Caetano, on the outskirts of Salvador - Bahia, and in sequence, to find out if in Portuguese language classes - school subject notoriously marked by the transversality – if there is some form of approach, or even effective work for the development of digital literacies. This is because having the understanding that digital insertion has already been consolidated, it is a reality and an irreversible necessity. To this end, a survey was carried out qualitative with bibliographic review, so there was the application of an online questionnaire, collection and analysis data after the responses of the teachers who participated in the survey. Furthermore, the present This work aimed to emphasize the need for students to have more autonomy in the course of their training, having active support from the teacher in the conscious use of digital tools and devices, critically reflecting on their being and being in the virtual world. The main theoretical references that This research was based on the works of Dudeney et. al. (2016), Rojo (2012) and Soares (2002), among others.