DIGITAL LITERACY IN THE COURSES OF LETTERS AT PUBLIC UNIVERSITIES IN PARANÁ: CHALLENGES OF CYBERCULTURE IN NETWORK TEACHER TRAINING: Desafios da cibercultura na formação docente em rede

• Autor(a) principal: Stadtlober , Maria Goreti Amboni
• Data de Publicação: 2021
• Outros Autores: Pesce, Lucila
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/11284
• topic: Education; Technology; Multiliteracies; Educação; Tecnologia; Multiletramentos

This research aimed to analyze the integration of Digital Technologies of Information and Communication (TDIC), supported by federal legislation, to the curricular matrix and to educational and cybercultural practices, of the Literature courses of seven public universities in Paraná. This investigation converges with the need for expansion of network research developed in the courses of Letters in public universities in São Paulo. The theoretical framework covered: the culturalist approach by Tylor (1832-1917) and Rosa (2010); Bakhtin's dialogic communication (2014); the communicative rationality by Habermas (2002); the digital technologies and cyberculture in the pedagogical scope of Bonilla and Pretto (2015); within the scope of Rojo's multiliteracies (2018); in the propositions for an active curriculum by Tardif (2014) and Giroux (1994); the documentary research by Sá-Silva, Almeida and Guindani (2009); content analysis by Bogdan and Biklen (1994) and Bardin (2002). The qualitative research used a mixed methodology in the preparation and analysis of instruments (questionnaires, interviews, Institutional Projects (PI) and Pedagogical Policy (PPP) of the courses), in the collation technique and in the analysis of the statements, to enable a comprehensive look at the integration of TDIC in the mentioned Literature courses. The research findings suggest that the challenges to be overcome the integration of TDIC in Literature courses at universities in Paraná extend from acquisition to use, with a certain mismatch between what is prescribed in federal legislation and curricular practice. The instrumental rationality present in this integration, in most of the universities in question, can be overcome by the culture of communicative rationality through network research.