Tecnologias digitais: a apropriação pelos professores dos anos iniciais do ensino fundamental na prática pedagógica e a relação com a proposta curricular de língua portuguesa do município de Juiz de Fora

The appropriation of Digital Technologies (DTs) in the pedagogical practice, by elementary and junior high teachers in municipal schools of Juiz de Fora, and the possible articulation of such practice with the Portuguese Language Curricular Proposal for that level, considering the basic process of reading and writing and process of literacy constitutes the focus of this research. Its organization is guided by a qualitative research based on Vygotsky's theory of social construction of knowledge (1995, 1996, 1998, 2007), and Bakhtin'senunciative theory of language (1992, 1999, 2003). In addition to these theories, the groundwork is anchored in studies by Soares (2002, 2004), Freitas (2008, 2009, 2010 and others) and Rojo (2010, 2012), Lévy (1999), Bevilaqua (2013) and Kenski (2012a, 2012b). The interview, the participant observation and the questionnaire are the chosen instruments for data collection once they provide a dialogical relationship between the researcher and the researched ones. Moreover, it was added the documental analysis of the Portuguese Language Curricular Proposal. The research verified that teachers have appropriated DTs in their pedagogical practice as cultural instruments of current learning and developed a work hoping to teach the alphabet with literacy by using DTs.The practices of the teachers who are subjects of the research were aligned with the purpose of building a school curriculum in line with the new social tendencies of a technologized society.Teachers propose varied activities with the intention of working on the instrumental use of technologies or, more broadly, for pedagogical purposes, in which the objectives go beyond the instrumental use, being related to the curricular contents that are expected.Of all the mentioned practices, the game is prominent in the Computer Laboratory (CL), allowing the construction of knowledge in different areas and greater appropriation of the digital universe. Planning and material and human resources were identified as fundamental elements for ...