Integração de Recursos Educacionais Digitais (RED) de língua portuguesa em sala de aula: reflexão sobre as práticas pedagógicas

Abstract

Digital Educational Resources (DER) are understood as any digital resource designed for educational purposes. In the Portuguese Language curriculum component, the Brazilian National Common Curricular Base (BNCC) guides the integration of Digital Information and Communication Technologies (DICT), including DER, through the incorporation of contemporary language practices associated with digital culture. In this context, it is relevant to investigate the ways teachers integrate DER, the strategies adopted, the challenges faced, and how these resources enhance teaching practices. Therefore, the general objective of this dissertation is to analyze the integration of Portuguese Language Digital Educational Resources (DER), grounded in the Brazilian National Common Curricular Base (BNCC), into the pedagogical practices of teachers in the early years of Elementary Education. The specific objectives are: 1) To categorize the forms of integration of Portuguese Language DER developed by teachers in their pedagogical practices during the early years of Elementary Education; 2) To conceptualize the pedagogical strategies developed by teachers during the integration of DER in the classroom; 3) To identify the challenges faced by teachers in integrating DER into classroom activities. The theoretical framework included studies on DER and pedagogical practices, curriculum and digital technologies, Portuguese Language teaching, and contemporary discussions on DICT in education. The research, based on a qualitative approach, is characterized as action research with an interpretative and descriptive focus. Data collection instruments included field diary records, online questionnaires, semi-structured interviews, photographs, and videos. Thus, the research was carried out through three main actions: 1) Teacher training, seeking teachers’ appropriation of DER use and the integration of resources into pedagogical practices; 2) Understanding the forms of integration, pedagogical strategies, and challenges related to the use of DER; 3) Reflection on the use of DER in pedagogical activities. Data analysis was conducted through Content Analysis (CA), from which the following Categories and Subcategories emerged: 1) Forms of DER Integration, comprising: a) Learning Protagonism; b) Group-Based Learning; c) Reading and Writing with gamification elements; and 2) Pedagogical strategies in the use of DER, including: a) Students’ technological appropriation; b) Reuse of DER; and c) Didactic sequences through the phases of DER. The results made it possible to understand how teachers integrated DER into Portuguese Language practices, highlighting contributions to protagonism in learning, the strengthening of reading and writing, and the appropriation of different discursive genres through the use of these resources, especially in collaborative and gamified ways. Students’ technological appropriation also proved to be an integrating factor, in addition to the possibilities offered by the reuse of DER and their phases with grounded pedagogical intentionalities. Therefore, this research provides support for studies on the integration of DER into school activities and contributes to the understanding of the relationships between pedagogical practices, DICT, and Portuguese Language learning.