Práticas de leitura em ambientes digitais: análise de atividades do site do Redigir (UFMG) sob a ótica do letramento digital

Abstract

This research, contextualized in the area of Applied Linguistics, is supported by studies on the teaching of reading, with emphasis on the development of digital literacy (COSCARELLI, 2016, 2017; LEU et al. 2014; COIRO and COSCARELLI, 2014; ZACHARIAS, 2013; AZEVEDO, 2013; PAIVA, 2013; DIAS; NOVAIS, 2009; RIBEIRO, 2008; COIRO and DOBLER, 2007; EAGLETON and DOBLER, 2007; among others), as well as in literacy and teaching evaluation matrices (PISA; BNCC). Based on what these studies and documents on the teaching of reading in digital environments propose, we investigated a collection of activities on the Redigir website, an extension project developed at the Faculty of Arts at the Federal University of Minas Gerais (UFMG), made available with free access to Portuguese language teachers for use in their teaching practice. As a general objective, we seek to verify to what extent the activities from the Redigir website include reading skills that favor the development of students' digital literacy. To proceed with the analysis of the activities, we present a research proposal with emphasis on the following categories: I) Reading Processes Explored in the Activities (Questioning, Understanding Sources and Resources, Information Evaluation, Information Synthesis and Information Transformation); II) Explored Reading Skills (localization and evaluation of information, synthesis and integration of information, reflection and analysis); III) Dialogue with the BNCC. In parallel, we also tried to verify the perceptions of a group of Portuguese language teachers from a municipal education network in the metropolitan region of Belo Horizonte about the activities. The results of this work point out that that list of activities on the Redigir website allow the exploration of skills that involve new ways of locating information, as well as new ways of integrating and using information demanded by digital environments, favoring the possibility of developing digital literacy among basic education students. As for the perceptions of the participating teachers, they reveal that Redigir constitutes material that enables the development of literacy skills that involve active, constructive, intentional learning and are based on authentic and real situations for learners, being therefore, an effective didactic resource that can support teaching.