Multiletramentos: desenvolvimento de habilidades de produção e recepção de textos em contextos digitais

Abstract

In this paper we discuss how the development of production and reception of new texts that arise from the discursive practices in digital contexts influences the process of teaching and learning the Portuguese language in the final years of elementary school. Based on studies of literacy and digital literacy of Soares (2002, 2003), Coscarelli (2005, 2007, 2009) and Dias and Novais (2009) who point that there are abilities specific to the subject who can handle texts in the digital context. Guided by the studies on the pedagogy of multiliteracies in Rojo (2012, 2013) we hypothesized that the inclusion of new abilities in education related to the use of resources and digital tools and to the production and reception of new texts that arise in these contexts could be favorable to education. This work which is based on action research, was conducted with students from a class in the final years of elementary school, a diagnostic activity was applied related to conducting research on the Internet that pointed educational needs for the development of text comprehension and production skills in digital contexts; the use of tools and resources for editing online texts; and recognition of digital hypertext aspects. From this activity, an educational intervention proposal was developed and applied in four parts in order to face the diagnosed need. In the first part, we presented the work proposal to the subjects. In the second part the intervention activities were applied. The third and fourth part activities were applied evaluating the development of abilities related to literacy practices in the digital context. The results of these activities showed that the subjects showed an improvement in recognizing effects of meanings arising from multimodal texts; the multimediatic aspects and the digital hypertext composition; and a partial advance concerning the research performing abilities on the internet. Qualitative analysis of activities, guided by theoretical concepts mentioned and the studies on the social aspects of the uses of language have also shown that interventional activities were efficient for the development of abilities related to the production and reception of texts as to recognize explicit information and infer implicit information; recognize the effects of meanings arising from the relation of sounds, images, links, and other resources in multimodal texts; recognize the communicative objective of genre, the relationship between text genre, support, linguistic variety, stylistics and communicative objective of the interaction; and recognize the structural elements of a discursive sequence. From the comparison between the result of the diagnostic activity with the evaluation activity and reflections enabled by this analysis, we concluded that the development of production and reception abilities of discursive practices of digital contexts influenced positively the teaching-learning process and hence the inclusion in education, new abilities related to the use of resources and digital tools and to the production and reception of new texts that arise in these contexts that may be an aid to the teaching of Portuguese.