Propostas de letramento digital em livros didáticos de língua portuguesa dos anos finais do ensino fundamental: as orientações do manual digital-interativo do professor

Abstract

New ways of interacting and transmitting information emerge with advances in digital technologies. Thus, just as society goes through transformations, the educational context is no different: technology is present in the daily lives of students and teachers, and therefore digital literacy must be a means for implementing educational processes. In that way, this study aims to analyze a colection of digital-interactive teacher´s manuals - Português Linguagens - covered by the PNLD evaluation and whose contents are based on the BNCC, observing the guidelines on digital literacy as a resource for student learning in the final years of Elementary School.. The research uses a qualitative approach of an exploratory nature. To this end, a bibliographic survey was carried out on literacy, based on Soares (2002) and Kleiman (2004), and digital literacy based on Rojo (2008) and Coscarelli (2017), in addition, the guidelines of the BNCC (2018) and the PNLD (2022), among others. The analysis was carried out based on a selection of the material and resulted in the fact that the collection in question proposes activities with the use of digital literacy gradually in the manuals, in which, according to the series, digital literacy has greater or lesser use.