TIC e literatura infantil: desafios da prática pedagógica na era digital

Abstract

This paper reflects about the challenges while implementing information and communication technologies (ICT) in the learning organization of literature’s teachers, in particular, those of students of the PhD program of Language and Literature. Also, we think about teacher’s training/capacitation, mainly in what concerns children’s literature. While many teachers insist on traditional education maintenance it may not promote the quality of teaching and learning because technological advancements have changed society’s way of being, acting and thinking. We have worked these ideas out with the cooperation of two students attending a post-graduation course, going through the experience of oriented teaching (Docência Orientada), in a Children’s Literature course, in the context of UFSM’s Pedagogy course, while using ICT for literature’s teaching and learning. We used the qualitative descriptive approach to case-study and research-action methodology. After this, we reflected on the experiences of using ICT in teaching practices from reading and analyzing the Reports written by the two post-graduation students. By the analysis of the reports, we notice the importance of learning how to apply ICT in the classroom, even though there are some negative aspects about it, such as the equipment not working (projector, sound boxes), software mismatch, changing in Prezi’s layouts. This work’s theoretical ground is based on some thoughts that speak up for ICT utilization in the classroom and the reflections about teacher’s training.