DIGITAL LITERACY AND THE IMPERATIVES OF TDIC INTEGRATION IN THE LEARNING CONDITIONS OF STUDENTS OF UEMA'S COURSES OF LETTERS DURING REMOTE EDUCATION

Abstract

The research aims to investigate what are the teaching-learning conditions of students of Literature courses, in view of the need to recognize the imperatives raised by digital literacies to effect the integration of digital information and communication technologies - TDIC in the learning process. An exploratory bibliographic research was carried out on theoretical-methodological concepts in Applied Linguistics studies on literacy, technology and teacher training, in particular Selwyn (2011); Dudeney, Hockly and Pegrum (2016); Moran, Masetto and Behrens (2015), based on the notions of internal, external and cooperation imperatives needed in the process of incorporating digital technologies in education. The data collection was carried out using a questionnaire with questions that evaluated the variables related to the imperatives needed to carry out an effective TDIC integration in the teaching-learning process. The results resulting from the analyzes point to the identification that, when a difficulty is established in the students' learning processes, the difficulties are characterized in pedagogical practices that do not bring a cooperative environment to the learning activities, that is, there is no recognition of the imperative of cooperation. When this imperative is recognized in learning activities, students assess the activities as significant for their learning due to the interactive environment they provide. 

Keywords: Digital Literacies; Imperatives; Learning.