Resumo

ASSIS, Maria Paulina de; COSTA, Elis Regina da  e  FALEIRO, Wender. University teaching and digital literacy: challenges of teacher training. Rev. Diálogo Educ. [online]. 2021, vol.21, n.68, pp.127-154.  Epub 11-Maio-2021. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.068.ds06.

Schools have increasingly used digital technologies, with the use of virtual learning environments (VLE) and social networks in universities being common. Hence, the need to develop skills for the use of digital technologies in teacher training, which are treated in this paper as digital literacy. Thus, the objective of this paper was to investigate what has been researched on digital literacy in the context of university teaching in publications in the Portuguese language. During February 2020, we analyzed publications about digital literacy in teacher training through a systematic review, using Google Scholar, with the following inclusion criteria: publications from 2010 to 2019, peer-reviewed, with the term “digital literacy” in the title (in Portuguese the terms used were letramento digital or literacia digital), which dealt with teacher training. We selected 22 papers, in which the focus, keywords, research problem and a synthesis of the main results were analyzed. The data found showed that the authors preferentially use qualitative approaches, present the challenges faced by teachers in the acquisition of digital literacy skills, showing some results with more optimistic positions and others more skeptical regarding teacher training actions. Among the solutions to the challenges, there are suggestions for the training of teachers, for the development of the skills necessary for digital literacy. Although this may be a solution of first choice, other actions cannot be ruled out, such as collaborative work among teachers and students, fellow teachers, with the support of researchers from the academy.

Palavras-chave : Digital literacy; University teaching; Teacher training.

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