Digital Literacies: a comparative analysis of in-service teacher education in Brazil and Canada

Ana Karina de Oliveira Nascimento, Ben Akoh

Resumo


In the constant flux of global migratory patterns, shifting borders, transliteracies and cross-cultural changes, digital technologies add certain complexities to an increasingly intricate and evolving educational landscape. In-service teachers grapple with digital literacy challenges in their appreciation of technology, changing teacher-student paradigms, and their own personal pedagogical philosophies. Within the context of the Brazil-Canada Knowledge Exchange Project and using a case study approach, this paper focuses on a comparative analysis of digital literacies amongst Canadian in-service teachers and their Brazilian counterparts. It further elaborates digital literacy concepts and considerations for mutually inclusive collaborations in multi-spherical global/local contexts. Supported by a bibliographic research and empirical data from two different case studies in Brazil and Canada, the paper examines in-service teacher professional development with a specific focus on technology education. The main findings suggest that pre-service and in-service teacher education should include digital literacies as part of their programs. They also suggest that these programs could take place through a critical framework, which can aid such practices so that technology education can be viewed as part of evolving social practices.

Palavras-chave


transliteracies. digital literacies. in-service teacher education. Pedagogies. Brazil and Canada.

Texto completo:

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Referências


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DOI: http://dx.doi.org/10.15210/interfaces.v14i2.6735

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ISSN eletrônico: 1984-5677

ISSN impresso: 1519-0994