Experiência didática com multiletramentos: Vídeorresenhas literárias no youtube por alunos do Ensino fundamental

Abstract

This dissertation was developed from research on how the difficulty in working on literary reading in the classroom and the lack of interest among students in reading for enjoyment can be addressed through the didactic use of the internet and publicity channels. of literary reviews on Youtube. The main objective of the work is to understand how book review and promotion channels on YouTube, known as ooktubes, can contribute to the taste and development of 7th grade student readers. The questions that guide this research are: (1) How does the use of literary reviews and promotions made by booktubers help 7th year students develop some type of autonomy in choosing their lists of books and authors? (2) How can the insertion of Literature teaching using the YouTube reading review and sharing channels contribute to increasing interest in literary reading among 7th grade students? The main theoretical references are centered on the concepts of Multiletramentos GNL (1996), Mey (2017) Rojo (2009; 2012; 2013) references on Literacy and Araújo (2001) on video review, among others. The methodological approach was of a qualitative ethnographic nature through the production of literary video reviews and a booktuber channel created by the students. The following instruments were used to generate and collect data: researcher's diary; audio recordings, photographs and videos of classes and interviews. The results of this investigative research showed that the didactic use of channels for publishing literary reviews contributed to arousing interest in 7th grade students who participated in the research in literary reading and that booktubers end up encouraging the reading of books in a more spontaneous way. Watching several literary reviews encouraged individual choices of works to be read and inspired some students to create their own literary review channels. The moderate use of technology as a teaching resource and the inclusion of audiovisual language in the classroom helped to motivate and interest students, although difficulties in using and accessing digital resources were overcome by the teacher, as part of her didactics proposal.