Práticas de leitura na perspectiva dos multiletramentos: rotação por estações no ciclo de alfabetização

Abstract

In order to problematize the use of technological resources into school context, the dissertacion proposed to carry out an intervention making use of the station rotation model, considering the need of bringing students closer to situations of use of reading and writing that they did part of their daily lives, which are pervaded by the presence of digital technologies. Considering this context, we proposed the following question: in the perspective of multiliteracies and making use of multimodal texts, which linguistic knowledge is mobilized by students from the literacy cycle during the reading practices in the stations? The general aim was consist in analysing the reading practices of multimodal texts, through the perspective of the multiliteracies into the literacy [alfabetização] cycle in the stations. Was developed based on a qualitative investigation, in the terms of a research-intervention. Carried out with a group of students from the second year of high school, executed in three phases: a) a conversational moment with the teacher and the school principal; b) observations of reading practices adopted by the teacher; c) an intervention in the group using the station rotation model. The results found highlighted that: the station rotation model allowed students to experience a range of multimodal texts; the multiliteracies was found to be relevant, which concerns the students’ previous background and the usage of technology. the linguistic knowledge into the reading practices using printed and/or digital texts were mobilized from the acknowledgement of semiotic signs (imagens, sounds, letters in movement), as well as from the reading skills related to multimodals printed texts; the interactivity with the computer and the mobile phone promoted a major students engagement during the stations; into the stations, the groups presented a major cooperation than collaboration.