Entre contos e hipercontos: uma proposta de trabalho integrado para o desenvolvimento dos multiletramentos

Abstract

The worry considering the reading and writing practices in which students do in digital environment, guided me to a central question about which teaching project should be proposed to students of Elementary Education, in the perspective of multiliteracies to teach digital and non-digital written genre. This question is related with the verification done through observation in schools where I worked. It is necessary an integrated work with digital and printed genre, avoiding the dichotomy digital X nondigital, once the students pass through these texts naturally in their reading practices out of the school environment. So, with the objective to present a teaching project of digital and non-digital genre, aiming the development of multiliteracies and the discursive ability of 32 students from the 8th grade of Elementary Education enrolled in the School Virgílio de Melo Franco in the town of Contagem, Minas Gerais, I developed a proposal that searched to progress the reading and writing abilities through the work with hyperfiction. From this moment on, it is proposed that this work could be integrated and new technologies could be used to teach reading and writing in a better way as the students already use them and they are a different mean in which they can read and write. They practice the multiliteracies. In the application of this project, 12 workshops were accomplished with reading activities of short stories and production of hyperfiction. Based in the studies of Coscarelli (2002, 2003, 2007), Ribeiro (2007) and Paiva (2013), I believe that there isn’t different abilities for reading and writing digital texts and non-digital texts. There is an increase of language practices (PAIVA, 2003) which demands other abilities, such as proper navigation for digital environment. To produce hyperfiction, I used the collaborative writing principles as taxonomy proposed by Lowry et al. (2004). The analysis allowed to affirm that through the works done in the workshops, the students understood: hyperfiction genre as a genre multi-semiologist; the importance of collaborative writing and the group consciousness, the structure and the narrative elements, the importance to use other languages to build this genre and the importance of inference during the reading of a text. The textual production analysis showed that the integrated work with short stories and hyperfiction (as this is a multisemiotic genre) contributes to development of multiliteracies. During the reading of hyperfiction, the students used all the elements from the text in order to have a global comprehension and, during the production they used several languages and cultural products to build a new text.