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

Authors

DOI:

https://doi.org/10.26694/rles.v27i55.3855

Keywords:

Digital literacies, Teacher training, TPACK, Digital technologies, Dialogic extension

Abstract

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).

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Author Biography

Ivanda Maria Martins Silva, Universidade Federal Rural de Pernambuco

Graduated in Letters, Degree in Portuguese and English Language - Federal University of Pernambuco/UFPE (1993), Specialization in Brazilian Literature - UFPE (1995), Specialization in Continuing and Distance Education from the University of Brasília - UnB (2011), Master's Degree in Letters - UFPE (1997) and Doctorate in Letters - UFPE (2003). Associate Professor (level 4) at the Federal Rural University of Pernambuco (UFRPE), she works at the Academic Unit of Distance Education and Technology at UFRPE-UAEADTec. She exercised the function of Coordination of the Degree in Letters / Portuguese Language-EAD modality / UFRPE-UAEADTec. She is a professor in the Degree in Literature and in Pedagogy Courses EAD/UFRPE, researcher and permanent professor in the Postgraduate Program in Language Studies (PROGEL-UFRPE) and in the Postgraduate Program in Technology and Management in Distance Education (PPGTEG/UFRPE). She coordinates the LABFOR Extension Project and acts in the General Coordination of the MULTILAB Extension Program: multidisciplinary teacher training laboratory. She is leader of the CNPq-LABFOR Research Group: Teacher Training- Language, Education and Technologies. She is a member of the Editora da UFRPE Editorial Board. Member of the Center for Studies in Education and Language - CEEL/UFPE. Does it have experience in developing teaching materials for distance learning courses? UFRPE and UPE. She organized works such as: Languages, technologies and education: pedagogical interconnections (Editora-UFPE); Distance education scenes: learning, methodologies and innovations (Editora - UFRPE). She is the author of Literature in the classroom: from literary theory to school practice, a Doctoral thesis published in the Best Theses Collection by the Graduate Program in Letters at UFPE, in partnership with the Recife City Hall (PCR). Ad hoc evaluator in periodicals in the areas of Literature and Education. Guiding teacher at the Portuguese Language Center - EAD - Pedagogical Residency Program - PRP Capes- UFRPE. She guides PIBIC and graduate research, with publications on: distance education, digital literacies, literature teaching, literary literacies in digital culture, didactic materials for distance learning. Contacts: martins.ivanda@gmail.com - ivanda.martins@ufrpe.br

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Published

2023-09-04

How to Cite

Silva, I. M. M. . (2023). Digital literacy and teacher training in cyberculture: Dialogue with labfor experiences . Languages, Education and Society, 27(55), 1–25. https://doi.org/10.26694/rles.v27i55.3855

Issue

Vol. 27 No. 55 (2023): Linguagens, Educação e Sociedade

Section

Artigos

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