Cidadania digital na escola: percepções e práticas docentes para estimular o ensino-aprendizagem de alunos do 5° ano do ensino fundamental diante do uso das telas

Abstract

This Final Course Work aimed to investigate digital citizenship practices in elementary education, focusing on the 5th grade, based on teachers' perceptions about the use of screens in the teaching-learning process. The methodologies adopted regarding the procedures were the case study through a qualitative approach. For data collection, semi-structured individual audio-recorded interviews were conducted with teachers and the coordinator of the Municipal Elementary School Teacher Ana Maria da Silva Ramos, in addition to observation, logbook and questionnaire. To analyze, understand and interpret the collected data, the discourse analysis technique was used. For this study, authors such as Lemos (2003), Lévy (1999), Neves (2010), Desmurget (2021), McCrindle (2014), Santaella (2004), among others, were used as theoretical frameworks. The results indicate that, although teachers recognize the importance of technologies for the development of students' skills, they face difficulties related to continuing education and school infrastructure. The integration of digital technologies into teaching requires adequate pedagogical training for teachers, in addition to public policies that guarantee access to and responsible use of digital tools.