Tecnologias digitais na educação: estratégias metodológicas para o ensino da EJA - estudo de caso

Abstract

This study aimed to validate differentiated methodological alternatives, such as technologies in general, used as facilitating elements in the process of writing, production, and oral communication of 9th-grade students at Nelson Alves Ferreira State School, located in the city of Manaus. Specifically, this study focused on the integration of digital technologies used as facilitating elements in the process, aiming to enhance students' comprehension and interpretative skills. The research adopts a qualitative participatory approach, where the researching teacher collected and analyzed data obtained through classroom observations. Questionnaires were distributed, and activities involving the proposed technologies were implemented. The results indicate that we are still far from having students and teachers with a thorough knowledge and mastery of new technologies. However, the gradual inclusion of new technologies is necessary for the intellectual and critical development of our students. Nevertheless, it is observed that students still face many technical difficulties in using these new technologies. The methodological procedures of this study began with a theoretical study on the development of reading and interpretation activities, and the use of digital technologies, specifically games, in teaching reading and production. The proposed intervention involved applying interrelated activities using digital platforms. During this phase, data were recorded through photos and collected to aid the research. Data analysis served as the material to interpret and understand how methodologies used in classrooms, with the use of digital technologies, can define teaching capacity, proposing actions and interventions that favor reading and interpretation. It is emphasized that as this is a research involving both teachers and students, there may have been alterations in the correlation of data collection points, without compromising the final work. Therefore, it is fundamental for the Portuguese teacher to be acquainted with and master technological resources and be knowledgeable about the theory that encompasses their field of work.