METODOLOGIAS ATIVAS NO PROCESSO DE ALFABETIZAÇÃO DE CRIANÇAS NATIVAS DIGITAIS: UM ESTUDO DE CASO

Abstract

Research in the field of education is constantly evolving and the thematic clippings are becoming more and more objective. Thinking about this fact and in significant academic production for professional life, the theme chosen in this study permeates the educational field as to a perspective of using active methodologies in the literacy phase of children, to identify the methods used in the classroom in the context of meaningful learning and understanding that literacy is a fundamental step for the full development of the citizen and participation of the subject in the literate world. The professionals who perform their activities at this stage of education need to keep up to date with the challenges imposed by the advancement of technology. We can investigate the possibilities of inserting active methodologies aggregated to the use of DICT (Digital Information and Communication Technologies) for a teaching-learning process based on the effective participation of students and the development of skills necessary for literacy and autonomy. Understanding that being a literacy SOARES (2003) teacher LIBÂNEO (2009) in a digital context MORAN (2017; 2018) is already a challenge, we turn the research perspective to a cutout where this challenge is emphasized and a digital immigrant teacher teaches literacy to a digital native student. We then discussed our studies from a qualitative approach to understand a specific case suggesting that, literacy teachers from a private school in the city of Ceres-GO, participate in an investigative process of themselves as professionals and glimpse possibilities. During the research there was resistance and difficulties, but there was also the discovery of professionals who became researchers and the theme of this research became current despite not being new. Yes, active methodologies allied with DICT can be used in literacy education.