Os desafios e as potencialidades do uso das TDIC na alfabetização nos anos iniciais: uma revisão sistemática da literatura

Abstract

Research has shown good rates of engagement and motivation of children in response to activities mediated by digital technologies. This argument led the researcher of the present dissertation to certain questions, provoking some reflections: How to relate this technological universe to the school space? Is this possible? The problematic of this research is to seek an answer to the following question: What are the challenges and potentialities in the uses of digital technologies of information and communication (TDIC) in the process of literacy in the early years of elementary school, evidenced in national scientific articles? The general objective of the research was: To analyze national scientific articles, published in peer-reviewed journals, which address the use of digital technologies of information and communication (ICT) in the context of literacy in the early years of elementary education. We used the Systematic Literature Review (SLR), with the search for articles in Google Scholar. Thirty-eight peer-reviewed articles in the Portuguese language were selected, from 2011 to 2021. The data found reveal that most articles were written in the years 2018, 2019, 2020, and 2021 (25 in total). As for the focus of the research, the following were found in the analysis: four articles on reading, eight on writing, and 26 papers on reading and writing. In these, the authors focused their studies on the 1st year of elementary school (13 papers) and the 2nd year (15 papers). The most used devices are: computer (27 papers) and cell phone/smartphone (eight papers). The results point to the possibilities of teaching diversified and meaningful practices with the use of ICT and its limitations. It is hoped that this research can serve, even in an incipient way, the pedagogical actions of educational professionals in their teaching practices, because it was gathered in this study a significant amount of evidence of potentialities in the didactic uses of technological tools that were successful in leveraging learning in literacy. Among the contributions, there is information on how to evaluate a digital resource based on the literacy level and also how to develop didactic material for children at this stage. Another point observed, and that deserves research in the area, concerns the school teaching practice in the day to day of the school to have the perception if the uses of ICT are happening in everyday life or only in isolated projects carried out in schools by academic researchers, because the data obtained in this study did not observe this educational aspect.