Jornal digital numa perspectiva ascendente de apropriação tecnológica: a vez e a voz dos alunos

Abstract

The present work was born of my concern about the need to approach the work with a multimodality in the classroom, since the multimodal language allows a use of technological resources in its production, through children, images among others, not forgetting that it does part of the new demands of using the technology without the students' daily routine. At the same time, rethinking the student's position in the face of technology is the object of this study. Thus, this research has two specific objectives: to apply theories about the daily multimodal language of a group of 8ºA of a public school in Coruripe (AL), and to provoke the redirection of the passive posture (information consumer), who is usually a student adopts, for an agent (producer of knowledge), through the elaboration of a digital newspaper. As work-room learning practices, such as language packs and how many girls, it is an introduction of writing practices that use multimodality and digital devices promote the teaching of the Portuguese Language in school everyday. How theories are for multinationals are from Rojo (2012) and from Lemke (1997) and (2002); Gomes (2009) and (2011), on multimodality and hypertext; Buzato (2009), in relation to technological appropriation.Methodologically, this work of nature and music. The following generation and data collection instruments were used: didactic sequence, focus group, logbook and multimodal productions of the students. The digital newspaper was completed in 72 slides which were packed in 15 pages of digital notebook with numerous hypertexts. Responding to the research questions, it was possible to observe that there has been a significant participation in digital text production essays, evidencing that the multimodality and technology alliance allows the student and voice through the multimodal language and technology in their day to day production a digital newspaper.