Compreensão leitora de gêneros digitais para o trabalho docente nas séries iniciais do ensino fundamental

Abstract

Digital technology has caused significant changes in communication that impact directly in all spheres of human activity. Messaging platforms such as WhatsApp, Messenger, social networks and a myriad of sites provide faster, more dynamic and efficient communication. People exchange with each other a large range of written and multimodal textual genres with images, photos, videos, audios, links, hyperlinks, gifs, symbols, emoticons, besides many other resources. There are countless communications prepared in the formal mode of the language, but many are produced in the informal mode likewise, which are close to the way we speak in everyday life. In other words, digital communication has created and continues creating different, intelligent and revolutionary alternatives, causing a great social impact. What about Portuguese language teaching? Has it been taking these changes into account? Scholars of the Theory of Textual Genres, such as Santos (2021), Marcuschi (2020), Soares (2009), among others, and official documents such as the National Common Curricular Base / BNCC (Brazil, 2018) advise that the Portuguese Language teaching should be centered on the several socially relevant textual genres. Therefore, Portuguese language teaching must adapt to these new times to meet this demand and promote digital literacy. So, the inspiring question of my research was: What teaching support can help elementary school teachers of early years to develop digital literacy in their students? This question led me to outline the following general study objective: to develop an educational product using digital technologies to create a site, in order to develop reading comprehension of digital genres and serve as support for teachers who work in this teaching modality. In alignment with this broader objective, I established the following specific objectives: to expose theoretical and methodological assumptions used in the development of an educational product to promote teaching work regarding the understanding of digital genres with Elementary School students – early years; report and discuss the application of this educational product. I carried out field research, in which I applied the educational product in two training meetings with twelve teachers from a city in the North of Paraná, in 2023. Through theoretical and practical activities developed from the educational product, the participating teachers demonstrated relevant learning regarding how to work on reading comprehension of digital genres and stated that they would incorporate this new knowledge into their classroom practices.