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Previous issue date: 2017-01-24 === This Master?s dissertation analyzed the role of digital learning objects in the process of acquisition and promotion of reading of students of the 3rd year of Elementary School. In order to proceed with the investigation, documentary research and interviews with teachers were used as a data collection tool. The methodological approach is qualitative, with the application of the Case Study. The interviews and document examination converge to meet the objectives proposed in the research: to investigate the criteria adopted for the selection of learning objects and to analyze how teachers organize pedagogical practices according to the stages of literacy. As results, the pedagogical practices of digital literacy proposed by teachers, which related to learning objects support teaching and learning, were listed. In this way, from the identification of the practices it was possible to understand how these resources were selected by the teachers (criteria) and what practices are associated with them. In response to the research, the training of teachers does not depend on specific courses in the technology area, since the researched school has specialized teams in Information Technology, suitable for the preparation of equipment and for the instruction of teachers. After learning about the procedures for dealing with learning support, this information can be multiplied to other teachers. With the information available to all, the pupils' level of digital literacy is high and allows them to even help teachers, and this factor contributes to the student's involvement and can suggest solutions to simplify the use of Devices. On the different ways of learning and teaching, teachers agree on the gap between the period in which they have learned to teach and the current technological scenario. There have been changes that need to be monitored and for the innovations to work, one needs to get used to the digital resources. === Esta disserta??o de Mestrado analisou o papel dos objetos de aprendizagem digitais no processo de aquisi??o e fomento de leitura de alunos do 3? ano do Ensino fundamental. Para proceder com a investiga??o, foram utilizados como instrumento de coleta de dados a pesquisa documental e entrevistas com professores. A abordagem metodol?gica ? de cunho qualitativo, com a aplica??o do Estudo de Caso. As entrevistas e exame de documentos convergem para o atendimento aos objetivos propostos na pesquisa: investigar quais os crit?rios adotados para a sele??o dos objetos de aprendizagem e analisar como os professores organizam as pr?ticas pedag?gicas em fun??o das etapas de letramento. Como resultados foram elencadas as pr?ticas pedag?gicas de letramento digital propostas pelos docentes, que relacionadas aos objetos de aprendizagem apoiam o ensino e a aprendizagem. Desta forma, a partir da identifica??o das pr?ticas foi poss?vel compreender como estes recursos foram selecionados pelos professores (crit?rios) e que pr?ticas a eles s?o associadas. Em resposta ? pesquisa, a forma??o dos
professores n?o depende de cursos espec?ficos na ?rea de tecnologia, visto que a escola pesquisada tem equipes especializadas em Tecnologia da Informa??o, aptas para a prepara??o dos equipamentos e para a instru??o dos professores. Ap?s conhecer os procedimentos para lidar com o apoio ? aprendizagem, estas informa??es podem ser multiplicadas para outros professores. Com a informa??o ao alcance de todos, o n?vel de letramento digital dos alunos ? elevado e permite eles possam inclusive ajudar aos professores, e este fator contribui para que o aluno se sinta engajado, al?m do que, pode sugerir solu??es para simplificar o uso dos dispositivos. Sobre as diferentes formas de aprender e ensinar, as professoras concordam com
a lacuna existente entre o per?odo em que aprenderam a lecionar e o atual cen?rio tecnol?gico. Houve mudan?as que precisam ser acompanhadas e para que as inova??es funcionem ? preciso se habituar com os recursos digitais.
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