EDUCAÇÃO CONECTADA: PRÁTICAS DE MULTILETRAMENTOS

Abstract

This work has the general objective of analyzing the practice of textual production from technological resources, aiming to expand and discuss the students' literacy process and address the contribution of information and communication technologies (ICTs), as an aid tool in literacy practices. in several contexts, among them, the school. The specific objectives are: 1) to involve students with teaching and learning methodologies in the creation and use of the blog support genre; 2) to propose the production and writing of the rap genre and opinion text, supported by discussions on environmental issues; and 3) to analyze and interpret the written production, discussing the use of referents, modals and verbs through the enunciative look. Theoretical-methodological support was provided through action research based on Thiollent (1996), for technology issues in Lévy (1996), on literacy Marcuschi (2010), Rojo (2012) and Soares (2010) and also , Coracini (2007) to analyze the writings in the enunciative-discursive bias. The research questions that guided the analysis and discussions are: a) How to provide motivating practices from the creation of the blog? b) How can ICTs be used as technological resources and learning tools to improve the quality of classes, during the literacy process? The cortex involved 8th grade students “A” of elementary school, from the Escola Municipal Pequeno Polegar, located in the city of Viçosa do Ceará, state of Ceará, approximately 370 km from the capital Fortaleza. This dissertation is divided into three chapters: first, Conditions of Production, we present a reflection on a successful experience of the use of ICTs in education and an approach on blogs, raps and video clips with notions of enunciator, sense of literacy. literacy, multimodality, technological generation and BNCC in order to contextualize the spaces and documents that make up the research. Finally, in chapter three, we interpret the written practices resulting from the construction of the blog, examining the uses of modals, references, verbs and other linguistic elements, reflecting their effects of meaning through the textual, enunciative-discursive look. As a result, we understand that the use of linguistic resources it was productive in the students' learning, however, we emphasize that if there is not a methodology, or an instructional project properly developed, it will create a virtual environment of little dazzling learning, even with many functionalities or resources.