Práticas de letramento mediadas pelas tecnologias digitais no cotidiano de alunos no ensino médio de uma escola de rede estadual de Minas Gerais

Abstract

This research aimed to analyze the literacy practices mediated by digital technologies in text writing and reading skills of the students that attend high school ina state school system in Minas Gerais. We sought to deepen the theoretical aspects of the students’ literacy practices mediated by technologies and also to know and analyzethe literacy practices in the school context and how students interact with technological artifacts (tablets, computers, cell phones). In addition, with this research we map some the uses that students and teachers make of the technological artifacts inside the school, both in the classroom and in the free moments at school, once technology has changed the daily communication modes of society and its social practices of literacy. For the production of data we adopted the qualitative approach, with the data being produced by observing the daily routine of the high school students, the teachers’ classes with field noteregistration and semi-structured interviews with four students from each class (1st, 2nd and 3rd year of high school) and the Portuguese teachers from each grade. In the course of the research, we became aware of the School NewspaperProject developed in the second year classes and kept track of the construction of the newspaper. For the development of the school task, the students created groups in the WhatsApp application and exchanged information about the activity. The school is a social institution whose task is to instruct and to teach. With the changing world, school practices are influencedby non-school practices, that is, the school as well as being responsible for developing literacy skills also has the role of training citizens for the complexity and challenges that the society presents, for example, to critically analyzing the information supply. In some state schools there are rooms equipped with projectors, televisions and there are computer labs. However, it is not simply a matter of incorporating technological artifacts into the classroom, since the mere presence of procedures or artifacts does not modify the physical spaces of the classrooms or the practices used to teach and learn. The data obtained showed that more than using technology for the development of a school activity, literacy practices mediated by digital technologies are inserted as a complex process that presents some potential of learning, but subject to the institutional restrictions typical of the school teaching mode.