Letramento digital: fomentando práticas colaborativas a partir do blog

Abstract

Digital information and communication technologies are a striking reality in contemporary society and permeate everyday practices of access to information, research and production of knowledge in the most varied spheres of communication and fields of knowledge. Given this reality, it is understood that the appropriation of TDIC is essential for the teaching and learning processes, developing skills to interact in a network. Based on these findings, this research starts with the following problem question: How can the use of TDIC as pedagogical interfaces, based on the production of the blog genre, contribute to the realization/experience of digital literacy for students? Regarding the general objective, the following stands out: to encourage digital literacy practices through the collaborative production of the blog, in a 9th year elementary school class at public school João Leite Neto in the city of Nova Olinda - PB. To this end, an exploratory research with a qualitative approach was carried out, designed as action research. One (1) teacher questionnaire and two (2) student questionnaires were administered. The teacher questionnaire aimed to find out whether the teacher used TDIC and what her knowledge was about digital literacy. In turn, the student questionnaires sought: in the first, to probe their knowledge about the blog, applied before its production, - in the second, to know their experience when producing the blog, applied at the end of the productions, and therefore, also serving as part of the continuous evaluation of the work carried out. A methodological proposal was also developed in order to enable students to produce a blog. The applied dynamics promoted interaction with collaborators, creating a favorable context of action-reflection-action for the productions. In addition to the generation instruments already mentioned, the research diary was also adopted, from which every moment of the experiences lived in the research locus was reported. As a theoretical contribution, to reflect on TDIC and education, a dialogue was established with Kenski (2012/2013), Moran (2012/2013), Castells (2021), Masetto (2013), Lévy (2010), Tardif (2014 ), Imbernón (2009/2010), among others; Regarding digital literacy, it was based on Coscarelli and Ribeiro (2021), Ribeiro (2012/2016), Coscarelli (2016), Buzato (2006/2009/2010), Xavier (2005/2013), Braga (2013), Zacharias ( 2016), Novais (2016), Paiva (2016), Lins, Souza and Lendl (2020), Rojo and Moura (2019), Aranha (2012), Aranha and Mata (2017), among others; To discuss blogs, we used Costa (2008), Marcuschi (2010), Miller (2012), Komesu (2010), Barton and Lee (2015), Moran (2012/2013), Lorenzi and Pádua (2012), Aranha and Castro (2016), Fortunato (2012), among others. The results show that critical-reflexive technological appropriation enabled the creation of the blog as a new/other learning space, from which skills related to research, reading and writing were mobilized in interface with TDIC in the classroom context, promoting the autonomy to produce and reflect productions. In this sense, the blog as a pedagogical space fostered digital literacy practices as, through its production, it enabled postings, comments, sharing and discussion of varied themes based on the articulation of hypertextual languages, in this digital environment, via the network.