Do letramento escolar aos multiletramentos: interação e interatividade em blogs de ensino de língua portuguesa

Abstract

Social practices are getting into a new configuration due to the technological advances, especially in language use. With the entry of information and communication technologies (ICT) in the school, there is the possibility of making use of technological tools that can contribuite to multiliteracies. Among these various tools are the blogs, which can be used for educational purposes. In this work, we assume a qualitative and interpretive perspective to investigate how teachers have been using blogs for teaching Portuguese as well as how the students‟ participation occurs. Through the analysis of blogs recently produce by primary and high school teachers, we reflect and discuss about the relationship between school literacy and multiliteracies (SIGNORINI, 2012), based on the concepts of interaction, participation (GOFFMAN, 1998; OLIVEIRA; LUCENA FILHO, 2006) and interactivity (SANTAELLA, 2008). The results indicate that many school literacy practices are transposed to the blogs of Portuguese Language teaching, and that students‟ participation only occurs when the teacher conducesto the construction of a space that is predisposed to multiliteracies, in which everyone plays important roles. Furthermore, we noticed that it is necessary to promote training courses for teachers about technology issues and about how technologies change the teaching process, and its impacts on learning. We hope that the present study may contribute to the reflection on the use of ICT as pedagogical tools and to the discussion on the concepts implicated in this research.