Metanálise qualitativa de investigação brasileira sobre letramento digital na formação de professores de línguas

Abstract

The technological revolution, centered on computers, information, communication and multimedia technologies, is reshaping the way people work, how they communicate and what they do in their leisure time. In this sense, in a world mediated by Digital Information and Communication Technologies, research on literacies in language teacher education and training cannot ignore that technology influences, molds and transforms everyday interaction practices. As a result, this investigation, located in Applied Linguistics, aims to systematize and discuss the state of the art of Brazilian research on digital literacies in reference to pedagogical practices of language teachers in initial and/or continued training in order to show the knowledge already developed. From this overall objective, the following specific objectives were derived: systematize the objectives, the justifications, the theoretical framework, methodological procedures and the results that help make up the state of the art; identify and understand, in Brazilian theses and doctoral dissertations, the concepts of digital literacy and valued dimensions of digital literacy; identify and describe the Discourses that emerge from the pedagogical practices of language teachers on digital literacy in this specific context and discuss the contemporary Brazilian research agenda. As a theoretical perspective, this study is grounded in the New Literacy Studies, defended by Street (1995, 2003), Gee (1999), Barton and Hamilton (2000), Dionísio (2006), Fischer (2007, 2011), which have been central to the theorizing of complexity in literacies, seen as historical practices, culturally and socially situated, as well as on conceptions of digital literacy, defended by Durrant and Green (2001), Snyder (2001), Lankshear and Knobel (2005, 2007) and Buzato (2006, 2009). From these theoretical references, we argue that the teacher, in the postmodern context, is a literacy agent par excellence and that the development of his/her digital literacy is an identity process. In order to describe the Brazilian contemporary research agenda, qualitative meta-analysis was chosen as a methodology to systematize the large volume of research developed in Brazil, thus allowing the construction of updated knowledge and the search for new pathways. In this regard, 28 theses and 4 doctoral dissertations, from 2003 to 2013, were selected for analysis as primary studies, which is the focus of qualitative meta-analysis, and for being representative texts of academic research in Graduate Programs in Brazil. The description of the agenda, suggested in this doctoral dissertation, is that Brazilian studies emphasizes a research-oriented area with the focus on the operational dimension of digital literacy. Furthermore, the language teachers Discourses on the use of technologies undergo positive changes when there is an emphasis on teacher training. The new research agenda suggests new topics to be researched, such as: the three dimensions of digital literacy; the power relations involved in the teacher-student-technology triad, and language teacher adaptability and agency.