Gêneros digitais e multiletramentos: novas práticas pedagógicas em sala de aula

Abstract

The present work aims to introduce the results of a research that had as objective - identifying and analyzing the dificulties of alphabetization and literacy in 6 students of the 6th grade of Escola Estadual Pio XII’s Elementary School, Januária — MG -, and contribute with the improvement in the writing levels throughout activities using the digital genre blog as a didactic resource of teaching, starting with the development of activities of writing, textual and digital genres, promoting multiliteracies. Our guiding hypothesis was that the work with the digital genre blog can contribute to improve the alphabetization and literacy levels of the students involved in this research. The methodological approach was of applied nature, classified as explanatory. The technical procedures used were bibliographic research, the action research and participant research. The bibliographical investigation allowed the construction of knowledge about concepts and theories regarding the object of the research, especially in the studies of Soares (2003, 2004, 2014), Lemle (1991), Cagliari (1995), Grossi (1990), Antunes , Marcuschi (2001, 2008), Bakhtin (1999), Rojo (2009, 2012), Kleiman (2005, 2008), Marcuschi and Xavier (2010), Coscarelli (2016) and Ribeiro (2016). In order to collect information for the quantitative analysis of the data, the data collection techniques were observation, questionnaire, Initial Writing Activity - AIE, in Portugese -, Educational Intervention Project - PEI, in Portuguese -, and Final Writting Activity (AFE, in Portuguese). The Educational Intervention Project - PEI was developed based on the guiding hypothesis that drove this research, in the learning metaphors of the XXI century, by David Thornburg (1996), through four learning modules, named Module 1: Meeting (Fire), Module 2: Dialoging (Water Well); Module 3: Reflecting (Cave); and Module 4: Practicing (Life). The analysis of the data collected in the AIE, PEI and AFE activities revealed that it was possible to raise the writing levels of the students who, although enrolled in the 6th year of elementary school, committed 1st and 2nd orders writing failures, as defined by Lemle (1991). Although they are not yet considered literate, the subjects of this research evolved in writing.