DO CONCEITO DE LETRAMENTO DIGITAL À SUA INSERÇÃO NO AMBIENTE ACADÊMICO

Abstract

This article is an excerpt from the results of a master's research that studied digital literacy in the educational context of the pedagogue. We are inserted in the digital, information and knowledge age, which is less favoring manual labor and more demanding our ability to use the brain, human capacities to think, act, analyze and discern what is accessed via the WEB. Thus, the objective is to explore digital literacy and its insertion in the academic education of the pedagogue. The methodology used was qualitative, descriptive and transversal research, characterized as a case study, which used questionnaires and content analysis as a way of acquiring knowledge. The questionnaires, applied to students from a pedagogy course, were carried out with open questions, and were filled out without the researcher's interference. For data analysis, the content analysis technique proposed by Bardin (2016) was used. Regarding the students' understanding of the concept of digital literacy, they do not distance themselves from what is defended by the authors who support the study, however, despite claiming that their experiences with technologies in the course were significant, most students still does not feel confident to develop digital literacy in their future practices. It is concluded that digital literacy is being worked on in the pedagogy course that is the object of study, but it is not completed without human action.