A utilização das tecnologias digitais da informação e comunicação na alfabetização no período remoto e pós-remoto: uma revisão sistemática de literatura

Abstract

In the last three years, the world has undergone several changes because of the Covid-19 pandemic. In the educational sphere, we have experienced remote teaching from Early Childhood Education to Higher Education. To carry out synchronous and asynchronous classes, it was necessary to integrate Digital Information and Communication Technologies (DIT) as a pedagogical resource in everyday school life. Given this scenario, we start from the following question: How did the process of using TDIC occur for the development of educational practices in children's literacy in the remote and post-remote periods? This study aims to analyze educational practices that involve the use of digital information and communication technologies – TDIC by teachers aiming at educating children in the remote and post-remote periods. This is qualitative research, using a systematic literature review (SLR) as its methodology. After the bibliographical survey, articles published in the national territory between the years 2019 - 2023 were selected for analysis. The results showed that among the main challenges encountered by students and teachers when carrying out activities in the literacy cycle are the absence of technological equipment; student and teacher unpreparedness to deal with digital technologies; lack of family support; and absence of the teacher/literacy teacher in the same learning environment. On the other hand, it was found that the integration of TDIC into everyday school life favors the development of meaningful and interactive reading and writing practices. The study also showed that the school reality in public school contexts was more harmful to student learning than in private schools, highlighting the social, economic, and cultural inequality that constitutes the Brazilian educational system.