Práticas de letramento, tecnologias digitais e gêneros discursivos no ensino médio técnico
Although they are a concept discussed since the 1990s in the Brazilian academic area, literacy practices (BARTON, 2007) have not been very prominent in Portuguese language classrooms, even though they have been emphasized since the PCN, for over twenty years. Linked to this issue is the curricular a...
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| Principais autores: | , , |
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| Formato: | Online |
| Idioma: | por |
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Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/gelne/article/view/23943 |
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| Resumo: | Although they are a concept discussed since the 1990s in the Brazilian academic area, literacy practices (BARTON, 2007) have not been very prominent in Portuguese language classrooms, even though they have been emphasized since the PCN, for over twenty years. Linked to this issue is the curricular and pedagogical inefficiency of the use of digital technologies at school, which still insists on remaining more traditional and marginalizing technologies that are used every day by basic education students (COSCARELLI, 2016; RIBEIRO 2016). It is on this theme that this experience report, of a descriptive and interpretative nature, focuses, which aims to present how the Laboratório de Leitura e Produção Textual of the Colégio Técnico de Floriano/UFPI has developed literacy projects involving digital technologies in proposals for reading and textual production, in order to enhance the youth role. Methodologically, we selected two specific projects, entitled “Quer Que Eu Desenhe?” and “Cais Cultural”, both involving the use of technologies. The results point to an increase in oral and written language skills, improvement in the use of digital technologies and a good development of social skills. |
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