TDIC in the literacy process

paths and directions in the face of the pandemic (COVID-19)

Abstract

This work reflects on the results achieved in a research carried out in a Postgraduate Program in Education, which identified how the phenomena linked to Digital Information and Communication Technologies (DICT) configured and configure new perspectives for the Literacy process, problematizing a of the current conditions of the Brazilian public elementary school. It was a historical-organizational case study with an exploratory perspective, of a qualitative nature, developed with a 1st year class of a public school, which analyzed the contact that students had with TDIC in the home and school environment, relating them to the evaluative result on the literacy level, obtained in 2019, in the internal evaluation that the school adopts. Thus, it was identified that almost 90% of the students participating in the study had daily contact on the cell phone at home, while at school, less than 5% of the targeting of teaching activities had integration with the TDICs. The results revealed extemporaneous school practices and the extreme distance that this phase of teaching has with the contemporary context, which dissolve between current and future educational demands, accentuated due to the pandemic.