Letramento digital em tempos de pandemia: implicações e desafios no Ensino Superior

Abstract

The studies on digital literacy point out that it is the ability of a person to read, write, understand and communicate using technological instruments. Based on this principle, the research had as a general objective: investigate the digital literacy skills of students in the Pedagogy course in Montes Claros State University (Unimontes), its implications and challenges in remote education. The general objective unfolded in specific objectives were: discuss the historical and legal landmarks that guide the organization of the Pedagogy course in remote teaching; contextualize the Digital Information and Communication Technologies (ICT) as technological devices facilitators of the teaching-learning process in higher education; identify the technological devices most used by teachers and students in the Pedagogy course; apprehend and analyze the perceptions of the students of the Pedagogy course about the experience with the use of ICT in pedagogical teaching. The issue presents the following question: do students of the Pedagogy course, from the State University of Montes Claros-MG have necessary and sufficient digital literacy skills for remote teaching? The study was justified by the contemporary need for appropriation of ICTs as technological devices facilitators of remote teaching and the likely permanence of these devices post-pandemic. The research developed in a qualitative, descriptive approach of phenomenological nature and the data were collected from questionnaires applied by Google forms, in the year of 2021. One hundred and forty-three (143) students from the Pedagogy course, from all periods of the 2021 school year on the campus and the 08 campuses of UNIMONTES participated in the research. We referenced the research in the studies of Soares (2002, 2009, 2011, 2020); Street (2014); Kleiman (2016); Ribeiro and Coscarelli (2017); Rojo and Moura (2012, 2019) and Tfouni (2010). The results show that students do not consider remote teaching productive due to not having adequate technological devices, difficulty accessing the internet, improvisation of the study environment, difficulty concentrating, teaching methodologies, professor/student/student and student interaction. The final considerations of this study are significant for higher education, in the perspective of rethinking the educational practice and highlighting the human being in confrontation with machines, fomenting other researches, by means of the educational events in the last years. In addition to presenting data that may offer a critical view of the offer of education in virtual study environments.