O uso do e-mail como gênero digital no ensino de língua portuguesa na perspectiva dos multiletramentos
Given the need to promote digital literacy development in contemporary society and considering technological competence as an essential requirement for producing texts in virtual environments, it is crucial for schools to adopt appropriate linguistic practices to incorporate the use of digital to...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/55133 |
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| Resumo: | Given the need to promote digital literacy development in contemporary society and
considering technological competence as an essential requirement for producing texts in virtual
environments, it is crucial for schools to adopt appropriate linguistic practices to incorporate
the use of digital tools and their languages, preparing students to communicate effectively in
various situations. In this context, the present study aimed to propose a pedagogical intervention
in the form of a didactic sequence aimed at promoting digital literacy among students in the
final years of Elementary Education, with a specific focus on the textual genre of email. To
construct this proposal, we began with a questionnaire administered to 9th-grade students in a
public school in the municipality of Sítio Novo, State of Rio Grande do Norte. Based on the
obtained responses, we developed a didactic sequence using the approach of Dolz, Noverraz
and Schneuwly (2004) combined with the active methodologies proposed by Bacich and Moran
(2018). Theoretical foundations were drawn from the works of different authors: Marcuschi
(2008; 2010), Bakhtin (2020), Koch (2018), and Adam (2008) regarding textual genres;
Marcuschi (2008) and Paiva (2010) for understanding email as a specific genre in the digital
environment; and Antunes (2010; 2017) regarding the relevance of text in the classroom.
Additionally, we drew on the approaches of Coscarelli (2016) and Ribeiro (2018) regarding the
use of technologies for writing. To underpin our understanding of literacy, we engaged with the
discussions of Soares (2022) and Kleiman (2016), which address the pluralization of literacies.
We referred to Rojo (2012) for the definition of multiliteracies and to Kalantzis, Cope, and
Pinheiro (2022) for understanding the purposes of literacies and the pedagogy of multiliteracies.
The adopted methodological approach was exploratory and qualitative, allowing for an in-depth
analysis of the results. Through the survey conducted via the questionnaire, variations in
technological competence among students were identified, as well as their limited familiarity
with email tools. The developed didactic sequence was made available online, with various
modules that students can navigate to develop their digital literacy through the study of the
email genre. However, due to infrastructure limitations imposed during the research, its
application was not feasible within the available time frame for the study's completion.
Nevertheless, this sequence holds promise for the digital literacy development of students in
the final years of Elementary Education, with a specific focus on the textual genre of email,
which will be carried out soon. The developed didactic sequence can also contribute to the work
of other teachers aiming to achieve the same goal |
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