Práticas docentes mediadas pelas tecnologias digitais em aulas de LínguaPortuguesa do Ensino Médio na Rede Pública Estadual de Minas Gerais

Abstract

This study aims to investigate the pedagogical use of digital information and communication technologies (ICDT) in teaching practices of Portuguese Language in the High School of State Public Network of Minas Gerais Teaching (RPEEMG). The insertion of ICDT inteaching practices has been a work in construction through the technological knowledge acquired by the teachers, in order to establish itself as a structural support on the quality of teaching and learning, with regard to the practices of reading and writing mediated pedagogical use of technology in the classroom. It is still a research that encourages studies in the field of language, mediated by the use of technological tools of digital culture, to expand knowledge, so, that students can handle the speeches that are produced and circulated in this culture. Basing on the paradigm of learning to learn and learning to do, in the context ofdigital technologies in Portuguese classes, it was decided, in methodological terms, by a socio-historical approach cultural as supervisor of qualitative research, which involves the use of a bibliographical, documentary and of the field. The theoretical foundation comes from the contributions of authors who discuss the enunciate perspective of language (BAKHTIN, 1999/2003; DOLZ & SCHNEUWLY, 2004), literacy (SOARES, 2006 & KLEIMAN, 2002), digital literacy (COSCARELLI & RIBEIRO, 2007; RIBEIRO, 2009), multiliteracies (ROJO,2009; ROJO & MOURA, 2012), reading (GOMES, 2012; CAFIERO, 2010/2014) and writing (XAVIER, 2002/2005; MARCUSCHI, 2001). The results shows that, in the process of teaching and learning built with the teacher observed, there is a need to develop and/or refine skills and teachers skills in using ICDT in education. It was found, based on the scanned data, the teacher of Portuguese Language searched it effort to articulate their teaching knowledge with the methodological strategies and practices that lead to the construction of knowledge and integrated to enable it to use in a critical way, the ICDT for teaching and learning thePortuguese language. This result does not allow us to formulate a generalization about teacher performance of Portuguese Language across the digital culture. However, it is known that, still, there are major challenges to face with regard to the professional training of teachers inrelation to use technological tools in the construction of teaching practices.