Continuing teacher education and the use of digital resources as enhancers of the literacy process

Abstract

Continuing teacher education for the pedagogical use of digital technologies has become increasingly necessary in light of changes in reading and writing practices in contemporary society. In this context, this research addresses the following question: how can teachers be supported in using technological resources more confidently in the literacy learning process of second-grade elementary school students? The main objective is to critically examine the use of digital resources, particularly the Elefante Letrado platform, with teachers involved in Multi Pedagogical Workshops, seeking to diversify teaching practices and support the development of reading fluency. The theoretical framework draws on Soares (2004), Freitas (2010), Rojo (2012), Meotti (2020), and Rossi (2024), whose studies address literacy, multiliteracies, and teacher education. Methodologically, this is qualitative, exploratory action research conducted at a municipal public school in Indaiatuba, São Paulo, Brazil, in 2025. The investigation included an initial questionnaire completed by eight teachers and a training intervention involving three teachers, carried out through face-to-face and online workshops exploring different digital platforms. The findings revealed participants' interest in expanding their technological knowledge, increased confidence in exploring the resources presented, and recognition of the importance of professional development connected to pedagogical practice. We conclude that continuing teacher education, grounded in hands-on experimentation and collective reflection, contributes to expanding opportunities for the critical integration of digital technologies into literacy teaching.