Letramento digital em turma de 8º ano do ensino fundamental: potencialidades e desafios no trabalho didático com a leitura e a escrita

Abstract

Digital technologies have emerged as mechanisms that help life in society, facilitating communication and breaking the space and time barriers due to the quick access to information that can be seen in the palm of your hand. Furthermore, the use of digital technologies enables the construction of knowledge in the learning process, contributing as an objective, interactive and practical way in Portuguese Language classes, whereas it allows the teacher to plan classes with activities that can be done by phone; as well as they can assess and guide students, inside and outside the classroom. Thus, this research aims to reflect on the promotion of digital literacy in a class of the 8th grade of Elementary Education, from a municipal school in the city of Poço das Trincheiras, State of Alagoas. For theoretical foundation were searched the studies of Santos (2007), Geraldi (2002), BRASIL (1998), Rojo (2006; 2013), BRASIL/BNCC (2015), Koch (2002), Araújo (2017), Coscarelli (2016), Kenski (2000), Kleimen (2000), Unesco (2013) and Marcuschi (2008), and many others who approach about the use of communication and information technologies at school. The qualitative participatory action research methodology was adopted, involving four procedures: bibliographic research; analysis of proposals related to DICT (Digital Information and Communication Technologies) in the Portuguese textbook (LDP) that is used at school; development of activities on cell phones; definition of criteria for analysis and reflection on learning. During the activities, it was verified how and under what conditions the virtual environment works according to the raised hypothesis. In this sense, a didactic sequence was offered for didactic work with the meme textual genre, using cell phones. It was identified, through data collection, that most students, even those coming from the rural area, had a cell phone and used it frequently. It shows a possibility for teacher / student interaction. However, the results showed limits and difficulties regarding the pedagogical use of the application.