Digital literacy and teacher training in cyberculture: Dialogue with labfor experiences

• Autor(a) principal: Silva, Ivanda Maria Martins
• Data de Publicação: 2023
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Linguagens, Educação e Sociedade (Online)
• Texto Completo: https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3855
• topic: Digital literacies; Teacher training; TPACK; Digital technologies; Dialogic extension.; Alfabetizaciones digitales; Formación de profesores; Tecnologías digitales; Extensión dialógica; Digital literacies; Teacher training; TPACK; Digital technologies; Dialogic extension

In the context of the Covid-19 pandemic, universities had to redesign teacher training models, with a view to incorporating digital technologies applied to education. With the emergency remote teaching models, blended learning and the new experiences with the Distance Education modality, the demands for teacher training are emerging, considering axes such as: digital literacy, digital inclusion, active methodologies and pedagogical innovation. In dialogue with the social demands of digital culture, this paper intents to present the experiences and extensionist practices lived in the LABFOR Project: teacher training laboratory - literary education and pedagogical innovations in the training of critical readers for citizenship and social inclusion, approved in the BEXT 2020 and 2021 by UFRPE, with extension activities supported by digital technologies. The project has an interdisciplinary focus and articulates the axes of language and education, considering Bakhtin's (2018) and Freire's (2002) approaches regarding dialogic, discursive and formative practices in teacher training processes. The training actions narrowed the connections between teachers, students and the general community, in view of interactive and integrative designs based on the TPACK- Technological Pedagogical Content Knowledge model (MISHRA and KOEHLER, 2006).