O gênero da literatura digital hiperconto mMultissemiótico: uma proposta didática para o ensino da leitura no ensino médio

Abstract

Contemporary transformations have outlined a sociocultural scenario marked by the development of technologies, specifically, Digital Information and Communication Technologies (TDIC), responsible for modifying the way information circulates and also the way people relate and, even even, they learn. In view of the changes brought about by this new technological paradigm, as well as the need to update due to communicative demands, the school faces the challenge of rethinking its practices, aiming at the use of a pedagogy that allows students the ability to act in the face of the emergence of new contexts. In the midst of the aforementioned scenario, this dissertation consists of a descriptive research, of bibliographic and documentary character, which seeks to highlight the possibility of working with the reading of Digital Literature genres, through the use of applications for mobile devices, starting from the following question-problem : In what way is it possible to think, methodologically, in the context of High School, the relationship between pedagogy of the Multiliteracies and teaching-learning of reading of genres of digital literature, especially, the Multisemióticos Hyperconto? In order to answer this question, the research was structured based on the general objective of proposing an Interactive Activity Plan (PAI) to work with the reading of the Multisemiotic Hypercount “A study in Red”, by Marcelo Spalding, using of a mobile app. As specific objectives, the following stand out: to analyze, in the light of a Digital Learning Situation (LUIZ; SÁ, 2016), the interactive paths of the Multisemiotic Hypercount “A study in Red” (2009), by Marcelo Spalding; encourage the use of Digital Information and Communication Technologies (TDIC), by inserting applications for mobile devices in methodological paths for working with reading; contribute to discussions that assist the Language Teacher in planning activities aimed at the conception of language as an interactive activity and digital technologies as social practices in the contemporary world. It starts with the hypothesis that methodological proposals that emphasize the reading of genres of Digital Literature, through an app for mobile devices, contribute to the reading training of students. In terms of methodological practice, the research followed the following steps: 1) Development of the Digital Literary Genres (GDL) application; 2) Reading and theoretical review for the elaboration of the Digital Learning Situation (SAD); and 3) Elaboration of the Interactive Activity Plan (PAI) for the realization of SAD. It is important to note that methodological paths, such as the one elaborated, favor students' reading training, as they develop not only their reading skills, but also work with the Multiliteracies, exploring the multimodality and interactivity present in the genres of Digital Literature. In addition, the suggested methodological trail points to an effective work with reading from the insertion of DICT to pedagogical practice, especially with regard to mobile technologies, through the use of the app. It is possible, then, to conclude that the presented methodological proposal shows itself as a way for teachers who want to incorporate the genres of Digital Literature and the use of TDIC in their pedagogical practice, favoring the increase of students' reading skills, above all, by reflection and work with hypertext, multimodality and multi-tools.