Banca de DEFESA: LUANDSON LUIS DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUANDSON LUIS DA SILVA
DATE: 25/03/2026
TIME: 14:30
LOCAL: Google Meet
TITLE:

DIGITAL EDUCATIONAL RESOURCES AND MULTILITERACIES IN
TEACHER TRAINING: THE ROLE OF LITERACY WORKSHOPS

 

KEY WORDS:

Teacher training; Literacy workshop; Digital Educational Resources
(DER); Multiliteracies.

 

PAGES: 181
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

Currently, the mastery of Digital Information and Communication Technologies
(DICT) is increasingly recommended by educational regulatory documents and
required in teaching and learning activities at all levels of basic education. This
demands close attention to teacher training, aiming to expand their
technological skills to develop their multiliteracies. Considering this reality, this
study focuses on investigating the use of Digital Educational Resources (DER)
and multiliteracies in teacher training through the development of literacy
workshops. To guide this work, we start from the following research question:
what is the role of literacy workshops in the teacher training process for the
critical use of Digital Educational Resources (DER) and multiliteracies? The
overall objective is to investigate the role of literacy workshops in the teacher
training process for the critical use of Digital Educational Resources (DER) and
multiliteracies. To achieve this general objective, the following specific
objectives were chosen: 1) to map multiliteracy and OER practices mobilized in
literacy workshops developed in the teacher training process of teachers at the
E.M.E.I.F. Professora Neuza Medeiros Alves school in Jacaraú/PB; 2) to
analyze the impacts of working with literacy workshops focused on the critical
use of OER and multiliteracies in teacher training; 3) to develop literacy
workshops using OER and multiliteracies with teachers from the E.M.E.I.F.
Professora Neuza Medeiros Alves school in Jacaraú/PB. Theoretically, this
investigation is anchored in sociocultural literacy studies; in studies that address
teacher training from a critical perspective; in the pedagogy of multiliteracies;
and in studies that investigate the role of OER in teacher training and
pedagogical practices in the school context. This research was developed in the
field of Applied Linguistics (AL) from a critical, transgressive, and undisciplined
perspective, methodologically configured as action research. The data were
generated at the E.M.E.I.F. Professora Neuza Medeiros Alves school in
Jacaraú/PB and will be analyzed using a qualitative and interpretative
approach. Preliminary results indicate that, in practice, literacy workshops
enhance the development of knowledge necessary for teachers' pedagogical
practice when mobilized in formative experiences that critically articulate the
use of OER (Open Educational Resources) with multiliteracies.

 

 

 

COMMITTEE MEMBERS:
Interna - 1011609 - ALANA DRIZIÊ GONZATTI DOS SANTOS
Presidente - ***.525.604-** - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN
Externo à Instituição - ROBERTO DOUGLAS DA COSTA