Uso de tecnologias digitais na escola: implicações em desenvolvimento de competências de leitura e escrita

Abstract

“Use of digital technologies in school: implications in development of competence of reading and writing” is a proposal research and action located in the area of concentration: languages and literacies, in the line of research: reading and text production: social diversity and practices teachers, emphasizes "Literacy practices and multimodality", the Post Graduate Program – Professional Master in Languages, from the State University of Montes Claros. It aims to provide answers to ninth graders from Public School Simeão Ribeiro dos Santos, once motivated and subsidized with directions, perform practices reading and writing in the digital context, in order to improve their in skill reading and writing of textual genres. Generally it intended to describe the use of practices reading and writing in the digital context as a facilitator of development these skills for students the ninth graders from public school. The specific objectives were defined in levels: a) theoretical: explore knowledge about the methods of teaching of reading and writing in elementary school and explore knowledge related to literacy specifically on digital literacy (reading and writing on internet), b) practical: use the internet as a device for research, and; c) methodology: to provide to students the ninth year of the State School Simeão Ribeiro dos Santos reading and writing texts in the digital context through development project intervention. As its methodology, this work falls into literature, it presents the theoretical framework based on authors such as Koch (2010, 2013), Kleiman (2001) Smith (2001, 2002), Coscarelli (2005), Marcuschi (2005), among others presenting definitions and reflections on different aspects of reading and writing and the teaching of reading, writing and its practices in the digital context. This work is can be classified as documentary, since the data that diagnosed the problem were collected through field existing in the research papers. This work is can be classified also as a research applied by objectifying actions of a plan aimed at resolving the problem. As the results of intervention actions of this research, we realized that participating pupils were motivated to practice reading through research, conciliated to the use of digital tools. We observed a low percentage in participation of these pupils in activities rewriting the texts through these digital resources. We verify from the application of intervention actions that the digital inclusion of pupils is subordinate to a process, as any other form of learning. Low participation in reading and writing activities in the digital environment can be remedied gradually through teacher intermediation, properly using digital resources, which must be available at school. As it is possible to promote the integration of pupils in the context of digital literacy in order to help them develop their practices of reading and writing. The considerations and conclusions of this work describe the results and build reflections about the importance of integration of resources technological in teaching practices, especially in reading and writing in the school context.