Narrativas digitais e novos letramentos: contribuição para as práticas da escrita em uma turma do 9º ano

Abstract

This study intends to reflect on the production process of multimodal texts, precisely, the digital narratives produced by students of a 9th grade class from a public school system as a way to contribute to the development of digital literacy. The School is located at Av. Muniz Falcão, s/n, Barro Duro, CEP 57071-130, Maceió/AL, and serves a public of different neighborhoods and surrounding valleys. In this context, most students have access to new digital media; however, many do not have such learning resources. Not only for this reason, but above all for the continuous propagation of multimodal texts, it is important to emphasize the need to assure students the mastery of digital literacy when teaching Portuguese language, aiming at their inclusion in specific contexts. Considering that the notion of literacy has been extended to the field of image, music and other semioses, the relevance of this research is justified by the need to promote multimodality at school. The general goal of this work is therefore to develop didactic-pedagogical practices of digital literacy through the production of multimodal texts. This research is based on the theoretical assumptions of Rojo (2009, 2010, 2012), Almeida and Valente (2011, 2012), Kress and Van Leeuwen, (2001), Santaella (2012), Xavier (2002), Street (2014). In this way, it tries to answer the following questions: - In what way, and to what extent, the work with multimodality in the classroom can contribute to the improvement of the students' textual production? - Does the production of ND have the potential for students' texts to be representative in the school, allowing them the autonomy to position themselves in a reflexive and critical way? As for the nature of the work, it is an applied research, with a qualitative approach; as to the goals, it's classified as exploratory research; and finally, from the point of view of technical procedures, na action research was carried out. For data collection, were used: questionnaires, interviews, logbook, and the didactic sequence for textual production. The production of digital narratives not only made possible the pedagogical use of new technologies, but also favored collaborative work, encouraging learners to express their subjectivities. The work we did greatly favored the pupils' relationship with writing. We see, therefore, that multimodality allowed us a broader approach, improving activities with written production. In the course of our classes, the production of ND meant a greater involvement of the students in their school work, considering the possibility that they had to work with the multiple semioses to narrate their life experiences, with the creativity, working with discursive genres to produce texts of his own.