DIGITAL LITERACY AND DIGITAL GENRES: TEACHER EDUCATION IN THE CONTEXT OF FULL-TIME EDUCATION

Abstract

This article aims to analyze the contributions of digital literacy and digital genres to initial and continuing teacher education in the context of full-time education. It is based on the understanding that increased access to digital technologies requires pedagogical practices that go beyond the instrumental use of technological resources, encompassing critical reading, meaning-making, and ethical participation in digital environments. Methodologically, this study is characterized as qualitative bibliographic research, grounded in studies on literacy, cyberculture, multiliteracies, discourse genres, and teacher education. The theoretical discussion is organized around three themes: digital literacy and cyberculture; multiliteracies, cultural diversity, and multisemiotic languages; and teacher education for the pedagogical and critical use of digital technologies. The theoretical analysis indicates that digital genres can foster student authorship, interdisciplinarity, linguistic diversity, and collaborative knowledge construction. However, their pedagogical integration requires continuous teacher education, intentional planning, technological infrastructure, and a commitment to inclusion and digital citizenship. It is concluded that digital literacy constitutes a relevant dimension of teacher education and can contribute to critical, participatory, and socially contextualized educational practices in full-time education.