DIGITAL LITERACY AND PEDAGOGICAL PRACTICE: AN APPROACH ON THE IMPORTANCE OF CONTINUING EDUCATION IN EDUCATION

Abstract

This article, from an educational perspective, sought to present the theme of digital literacy and its fundamental importance for the development of teaching practice. It started from the assumption that the school, as part of the social set, needs to establish a constant dialogue with the society of its time. In this bias, it is essential that the faculty be prepared to build their pedagogical practices based on information and communication digital technologies (TIDCs). For this, the present study sought to address the importance of digital literacy in the continuing education of Basic Education teachers. Thus, the studies of Soares (2002), Silva and Behar (2019), Souza (2005), Modelski, Giraffa and Casartelli (2019), among others, were fundamental for the discussion about digital literacy and teacher training facing the pedagogical practices permeated by digital technologies. The methodology used was qualiquantitative, because, in addition to the bibliographic study, it also had a case study carried out through a structured questionnaire, construction and data analysis. The target audience consisted of teachers of basic education in the region of Poços de Caldas, MG. The results pointed to the need for further expansion of public policies aimed at offering continuous training focused on digital literacy so that basic education teachers can develop skills in the face of the demands of the information society.