Contribuições da cibercultura para a leitura e a escrita de estudantes do 5º ano do ensino fundamental

Abstract

This Critical-Reflective report presents the research-intervention carried out at the State High School “20 de Setembro” located in the municipality of Arroio Grande, RS, during the Professional Master in Education. The research had as its theme the use of digital technologies with principles of cyberculture in the practice of reading and writing in the teaching and learning process. The general objective of the study was to learn about the contributions of cyberculture to the reading and writing processes of 5th grade students, trying to evaluate if the intervention corroborates teaching-learning through digital technologies. As central concepts that supported the research, Cyberculture, Reading and Writing and Digital Literacy were discussed. The applied research consists of a pedagogical intervention developed in eight meetings, where the last one being proposed by the researched subjects showing interest and participation in the activities, lasting 2 hours each from November 2019 to January 2020, with the participation of 20 students. The instruments used for data collection were observation, field diary, photography and filming, to describe later the research and the intervention evaluation. The initial diagnosis was carried out through a focus group with the students to find out their interest in reading and textual production and how often they used digital technologies to communicate. The focus group was chosen to diagnose the importance of the project, as it is an interactive, qualitative method, through informal language, with collective discussions, covering the subject in a dynamic way that is not uninteresting to students. The intervention constituted the basis for the conclusion of the applied diagnosis, we proposed to the subjects the use of digital technologies to carry out some activities in the classroom that, for the purpose of our research-intervention, we use WhatsApp. We look for favorable elements to facilitate students' learning, contemplating reading and writing in the classroom and in other spaces where the child exercises his or her productions. In order to highlight the research results, the analysis categories were constructed “Development of reading and writing practices” and “Use of digital technologies as a way to produce and share knowledge”. According to the meetings and activities carried out in the WhatsApp group, we perceive the active participation of the subjects, contributing to demonstrate that working with digital technologies enables interaction and collaboration among peers in the production of knowledge with mobility and ubiquity, showing a change in educational practice including digital resources.