Práticas de letramentos profissionais no domínio digital por professores da educação inclusiva

Abstract

The proposed research aims to understand how literacy practices in digital literacy are implemented by teachers working in specialized educational services (SES) at the Centro Estadual de Educação Especial, located in Natal, RN, aimed at students with specific educational needs. Methodologically, it is inserted in the Applied Linguistics area (Kleiman, 2002), a field research (Gil, 2002), following guidelines of a qualitativeinterpretive investigative approach of data (Bodgan; Biklen, 1994; Moita Lopes, 1994) with ethnographic inspiration. The research took place at the Centro Estadual de Educação Especial, located in Natal, RN. The subjects are in-service teachers of Portuguese, Pedagogy, Arts, and Physical Education. The instruments used to generate data were semi-structured interviews, quizzes (Moreira; Coleffe, 2006), conversation circles (Moura; Lima, 2014), photographs, observations and field notes (Bodgan; Biklen, 1994). The data generation events occurred in a blended format through Google Meet and WhatsApp. This choice is justified by the participants’ safety as a way to prevent the spread of the Covid-19 virus. The research corpus includes responses from semistructured interviews, quizzes, conversation circles, photographs, observations and field notes. Theoretically, it is supported by Literacy studies such as social practice studies (Kleiman, 1995; 2005; Rojo, 2009) in its critical perspective (Freire, 1996; 1997; Kleiman; Santos-Marques, 2020) in papers on work literacy (Paz, 2008; Costa, 2019), including the professional literacy of teachers (Kleiman, 2005; 2008). Furthermore, contributions were taken from textual and discursive genre studies as the foundation for this work and are considered here as a teacher’s work tool (Devitt, 2004; Bezerra, 2022; Marcuschi, 2008), the digital literacy in teaching work (Coscarelli, 2019; Buzato, 2006; Ribeiro, 2014; Rojo, 2020), the interrelationship between inclusive education, special education and SES (Mec/Seesp, 2008; Brasil, 2015; Inep, 2020), and also between teaching performance in a regular classroom and in SES (Modica et al, 2020; Mec/Seesp, 2008). The results of the research show that the main literacy practices performed in the subjects’ field of work refer to both those of a technical nature (report, handling of the SIGEDUC platform, etc) and those of a pedagogical nature (planning, teaching activities, educational games, among others). The difficulties experienced in the professional and digital sphere by teachers highlight the lack of technological tools, the lack of a stable internet network and the scarcity of technical courses in the use of digital platforms. The strategies used mitigate these difficulties stress teachers' initiative in accessing digital resources and to appropriate digital literacy.