Práticas de leitura na cultura digital sob a perspectiva dos multiletramentos

Abstract

The research has as a general objective to analyze in reading practices how students' ways of reading occur in digital culture from the perspective of multiliteracies. More specifically, we carried out a study of the influence of digital culture on the reading practices of 4th and 5th grade students in the early years of elementary school. The theoretical-methodological perspective adopted is based on Literacy studies as sociocultural practices, with an emphasis on reading, multiliteracies pedagogy and digital culture. It is a quanti-qualitative research of a mixed study type with a convergent design approach, carried out in a municipal public school in Coruripe-AL. To compose our research corpus, data were generated in two stages: the application of an online questionnaire with the participation of 140 (one hundred and forty) students; and semi-structured interviews with five of them. For the construction of the analysis devices, we base ourselves on the Discursive Textual Analysis. The research showed that, although student subjects in the early years are socially immersed in digital culture, reading practices carried out at school are predominantly undertaken in the culture of printed text, in which textbooks and other printed materials are used, such as: the paradidactic; and handout modules for reading activities. On the other hand, the discussion of the results reveals that, beyond the classroom, especially in their homes, students prioritize reading practices of multiliterate texts materialized in digital supports, including: cell phones; smartphones; and notebooks. In this way, the research indicates that the participating subjects organize their ways of reading through the use of Digital Technologies of Information and Communication (DTIC), interacting, through them, with multimodal texts. To discuss this issue, we reflect on reading practices from the perspective of multiliteracies pedagogy, which is culturally sensitive and committed to the development of students'reading learning beyond fluency. For future research, we suggest the need for broad problematization of making multiliteracies pedagogy in school contexts.