Letramento digital no ensino superior - obstáculos e possibilidades : um estudo de caso sobre os professores do curso de História da UEMA

Abstract

This study addresses digital literacy in higher education, with an emphasis on the pedagogical practices of teachers in the face of transformations brought about by digital technologies. The guiding question of the research was to understand how the professors of the History course at UEMA deal with digital technologies in their teaching practice. The objective is to analyze the obstacles and possibilities of digital literacy in higher education, focusing on the professors of the History course at the State University of Maranhão (UEMA). The research is based on the understanding that digital culture has intensified in recent decades, radically transforming social relations, especially in the educational field. Supported by official documents such as the National Digital Education Policy (PNED) and the assumptions of the Common National Curricular Base (BNCC), the investigation sought to understand how professors have (or have not) developed their use of Digital Information and Communication Technologies (DICTs) in the teaching and learning process. The methodology adopted was a case study with a qualitative approach, using questionnaires applied to professors and students of the History course. The data collected reveal that, despite technological advances and the recognition of their importance, there are still significant challenges, such as poor infrastructure, lack of continuing education, and institutional resistance to innovation. On the other hand, opportunities for transforming pedagogical practice were identified, as long as there is effective investment and commitment from educational institutions. By engaging with the principles of the BNCC, especially regarding the promotion of critical and inclusive education focused on the development of digital competencies, the research reaffirms the need to prepare teachers capable of acting as protagonists in technology-mediated environments.