Estratégias de ensino remoto e o letramento digital na alfabetização de crianças

Abstract

Digital technologies are increasingly present in the school scenario, in teaching practices and in the daily lives of students, especially in this pandemic period of COVID-19, with remote education, in an emergency, a possible alternative. in the educational context. Given this scenario, the research sought to analyze the implementation of remote teaching strategies in alphabetization, from a digital literacy perspective, at Municipal School Domitila Castelo of Tibau do Sul/RN. The WhatsApp application was selected as the main means of communication, interaction and learning environment, as it is considered a technology with wide reach, easy access and present in the daily lives of families. The research, of a qualitative nature, used elements of action research, since it was proposed to carry out an active intervention with the selected class. Main references: The following instruments were applied: questionnaires, field diaries and screen shots. As references, we used: on alphabetization and literacy Soares (2002, 2004, 2005, 2009), Tfouni (2010), Kleiman (1997, 2007); on digital literacy: Buzato (2006); Selfe (1999), Freitas (2010, 2012), Frade (2004, 2018), Ribeiro (2012), Xavier (2007), Coscarelli (2007); digital technologies in education: Kenski (2007, 2008), Móran (2013); and remote education: Moreira and Schlemmer (2020), Arruda (2020), Rabello (2020), Soligo (2020). The analysis of the data showed that it is possible to develop remote teaching strategies in alphabetization, even if on an emergency basis, ensuring that children maintain contact with the school and the various languages, verbal and non-verbal, in order to acquire skills of the digital literacy, when interacting with several multimodal resources. As challenge, the research revealed obtaining feedback from students, maintaining close ties in the teacher-student relationship, monitoring the mediation performed by parents and the teaching-learning process along the intervention path. As for the possibilities: valuing the teaching work, given the evidence of the role developed; development of innovative teaching strategies; by children, of skills related to digital literacy, provided by contact with technological resources in this remote class format.