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Digital (multi)literacy(ies) and positioning theory: analysis of discursive practices of teachers involved with information and communication technologies in the public education

The aim of this work is to analyze the discursive practices of three teachers involved both direct and indirectly with Information and Communication Technologies (ICTs) in the teaching-learning process of a public school situated in the city of Juiz de Fora - State of Minas Gerais in Brazil. To accomplish our goal, we used the theoretical model of Digital Multiliteracies (SELBER, 2004), regarding the uses and social practices of Digital Era. To enrich the analyses of this study, we also brought the theoretical contributions of Positioning Theory (HARRÉ; VAN LANGENHOVE, 1999), in order to understand how teachers take positions within a teaching context that uses digital technologies. This is a qualitative-interpretivist research methodologically set as ethnographic case study allied to a discourse analysis. The results points that, although in a first moment all the teachers take a technophile position (i.e., a position in favor of use of ICTs in educational environment), this position is rejected by some teachers indirectly involved with Computer Lab in later positionings (discursive positions takings), in which it is possible to identify technophobic positions (fear or resistance to digital technologies), that are indices of lack of teacher training oriented for more effective and situated use of ICTs in classrooms. Furthermore, the positions and positionings taken by teachers indicate a Functional Digital Literacy model in the school investigated, which is motivated by informational infrastructure troubles and institutional forces from social instances above the school. One of theoretic-methodological contributions of this study is to relate the Position Theory to the model of Digital Multiliteracies to explain the traversing discourses in the context where ICTs are used. In addition, we hope to contribute focusing on a more critical and questioning approach to these educational settings, highlighting that teacher training is essential for a right appropriation of ICTs and their situated uses. It is also our intent to raise transdisciplinary discussions on Technology, Teaching and Linguistic fields.

Digital Multiliteracies; Positioning Theory; Information and Communication Technologies; analysis of discursive practices of teachers; public school


Faculdade de Letras - Universidade Federal de Minas Gerais Universidade Federal de Minas Gerais - Faculdade de Letras, Av. Antônio Carlos, 6627 4º. Andar/4036, 31270-901 Belo Horizonte/ MG/ Brasil, Tel.: (55 31) 3409-6044, Fax: (55 31) 3409-5120 - Belo Horizonte - MG - Brazil
E-mail: rblasecretaria@gmail.com