Digital Education as Part of the Integral Formation of the Individual - Teaching Computing from the Perspective of Digital Literacy Projects in the Proeja Course in Crafts: An Extended Summary
Abstract
The present research investigates the needs of digital education for individuals to become active in the socio-professional sphere in a society culturally and economically grounded in digital technologies. Data from the Brazilian Institute of Geography and Statistics (IBGE) indicate a growth in the reason for not using the internet at home because no resident knew how to operate it. Additionally, the Organization for Economic Co-operation and Development (OECD) points to the need to develop skills in adults for problem-solving in a context of intense technology. It is not enough to have access to technologies, which have been growing in recent years; digital education is necessary to use them autonomously and critically in society as a social practice, meaning possessing digital literacy skills to exercise rights and duties in a society in the digital culture era. Thus, questions arise about how digital education occurs in schools, specifically at the Federal Institute of Brasília (IFB), in courses of the National Program of Professional Education Integration with Basic Education in the Youth and Adult Education Modality (PROEJA). It is common for these courses to have privileged spaces in the curriculum for education in the computing area. By analyzing the course plans in the PROEJA modality of IFB, it was observed that, on average, 71.43% of the courses address the same skills to be developed in the computing area, revolving around the same group of operational skills, even though they are courses from different technological axes, in different physical locations, and in heterogeneous socioeconomic contexts. Therefore, the research objective is to analyze the implementation of a didactic sequence (DS) for computing teaching aimed at developing digital literacy skills through digital literacy projects for the digital education of students in the Professional and Technological Education (PTE) of the integrated technical course PROEJA in Crafts at IFB, Taguatinga campus. The theoretical framework was based on the topics: PROEJA; Computing Teaching in Basic Education; Literacy, Multiliteracies, and Digital Literacy, and Literacy Projects, Sociointeractionism, and Didactic Sequence. The present research is characterized as participatory action research, of qualitative nature, divided into the following methodological moments: documentary research and action research. After applying the educational product, the following results were obtained: identification of the 60 (sixty) digital literacy skills necessary for the PROEJA course in Crafts, the DS was well evaluated by the students in the questionnaires; in the application of the DS, of the 26 (twenty-six) digital literacy skills addressed: 15 (fifteen) were developed, 8 (eight) were in development, and 3 (three) were not achieved. It was also concluded that the PROEJA course plan in Crafts needs to be revised regarding: the time of computer science disciplines not being sufficient to work on digital literacy; content in computer science disciplines being operational and technicist; integration between propaedeutic, technical disciplines, and the computer science area for the development of digital literacy; school digital literacy standing out as a skill to be developed in the course, as opposed to digital literacy situated in the professional field. In conclusion, the perspective of computing teaching through the development of digital literacy, using digital literacy project as a pedagogical means, proved to be a viable path for the integration between disciplines and the development of digital literacy skills necessary for the course, as well as opening up space for every teacher to be a digital literacy agent.
References
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