Relato pessoal: uma interface entre o letramento e a tecnologia

Abstract

The Information and Communication Digital Technologies (TDIC) are features of the contemporary world, it mark didn’t only by the digital age, but also the emergence of new forms communication. Such changes transform society as well as the discourse relationships, so that they exhibit increasingly multimodal. In view of this, it is necessary that the Portuguese education contemplate the multiplicity of languages that arise in society. So that this action research seeks to analyze the contributions of the production of multimodal texts for the development of literacy practices of students of the 8th grade of Elementary Education of the State School Master Hercília (EEMH). The guideline hypothesis that guides this research is that the reading association and production of personal accounts to the use of digital technologies can contribute to the expansion of language use practices and motivate students in learning the Portuguese language course. We base for both in: Solé (1998), Leffa (1999), Soares (2001), Kleiman (2005), Xavier (2007), Marcuschi (2008), Ribeiro (2008), Coscarelli (2011), Rojo (2012 ), Coiro and Coscarelli (2013), Dionysius (2014), Koch and Elias (2016), with the technical procedures participatory research, field study and action research, designed and carried out in close association with an action and the resolution of a problem of pedagogical practice of English language teaching in basic education. Thus they were initially carried out diagnostic activities that have pointed to the need to develop comprehension abilities and production of texts. Then apply an Educational Intervention Project, based on learning metaphors for the twenty-first century Thornburg (1996), structuring is thus in 4 modules: 1 - Knowing (Bonfire); 2 - Dialoguing (Well water); 3 - Reflecting (Cave); and 4 - Practicing (Life). From the comparison between the results of diagnostic activities with the intervention activities, we observed an improvement in comprehension skills and production of texts, which enabled us to reflect on the need to present discursive understand the representations and promote literacy practices (digital) school environment.