Formas e condições de apropriação da cultura escrita digital por crianças de camadas médias

Abstract

The objective of this research was to understand the forms and conditions of digital culture appropriation, by children of medium classes, with high levels of digital literacy skills, and which have easy access to computers and Internet, in the domestic and school environment. In this perspective, studies were used about the history of the written culture and the sociology of the family, accomplished by Roger Chartier end Eric Havelock, by the contributions of Pierre Bourdieu, François de Singly and Bernard Lahire, and of the discussions of Magda Soares, Carla Coscarelli and Isabel Frade, about literacy teaching and digital literacy. Focusing the subject from a qualitative perspective, the field research was developed with eight children, from seven to ten years of age. Observations of their school's computer science classes were carried out, along with annotations in the field notebook, and semi-structured interviews with the children, their mothers, school teachers, and computer science teachers. It was concluded that the forms of digital culture appropriation have their specificities, according to the transmission environment, and that the practices of an environment and another may intersect, composing a kind of multiple digital literacy.