Chama no Zap: estratégias para o desenvolvimento do ser digitalmente letrado

Abstract

Mobile technologies are part of daily life actions, and it is not surprising that their potentialities and mechanisms are considered in the context of learning. Thus, this teaching project is aimed at New High School (NEM) students due to the fact that the use of mobile applications open to multiple connections such as WhatsApp is widely disseminated among young people, thus becoming a powerful resource that favors the integration of reading and writing practices in updating their literacies. Therefore, it is strongly recommended to insert these resources in the school context, mainly to achieve behaviors and ways of thinking and acting that are different from the traditional ones. The potential of mobile devices makes them an important tool for the development of motivational learning strategies. At the same time, they provide students with the development of a variety of skills, as they facilitate the interaction between their digital social skills and a more positive attitude towards building knowledge. For this reason, the greater involvement of students in the use of mobile applications is considered relevant, establishing a connection with their realities. The idea is to get them to expand collaboration through instant messaging for meaningful learning, favoring the improvement of their perceptions about attentive reading and writing. This proposal aims to develop literate practices with students that value the integration between areas of knowledge in solving everyday problems mediated by technologies in order to manage Mobile Digital Literacy (LDM). In this sense, it favors the socio-critical maturation of the students, enabling reconfigurations of their skills as readers and producers of multimodal texts in their social interactions, articulated to the communicative processes. The use of WhatsApp instant messaging can serve as a way to redefine such skills in cyberculture. The intention of this material is to provide subsidies for teachers to start a process of planning pedagogical activities, encouraging the use of TDIC in the development of the multiplicity of skills in reading in the most varied media. In addition, the importance of a greater engagement of teachers is highlighted so that they work in the classroom with themes and materials that are closer to the language of the students. To this extent, we seek to expand the possibilities related to Mobile Digital Literacy and an awareness of the importance of curating information in the digital universe. It is expected that the proposal can collaborate with the teachers' pedagogical practices in order to develop capacities related to digital literacy and the possibilities of a constructive character in the formation of critical-reflective readers.