Leitura literária em ambientes digitais: percepções docentes em relação ao uso de dispositivos digitais no ensino remoto

Abstract

The literature is adhering to the formats and supports of technologies, which enable other relationships between the reader and the text, creating specificities of reading in the digital environment, which offers new possibilities to the teaching practice for the promotion of literacy. Therefore, this research has as a general goal to analyze the perceptions of teachers in relation to the use of digital technology in pedagogical practice to promote literary in school during remote teaching. For this purpose, it is intended (i) to identify the different digital devices that are used for the mediation of literary reading in the initial years of elementary school, specifically 3rd and 4th grade; (ii) to reflect on reading in the digital environment, literary reading, teacher training and the guidelines of the guiding documents of teaching practice on reading; (iii) to build a guiding book aimed at teachers in order to present digital devices so that they help in the mediation of literary reading in the educational space. For this, a descriptive and exploratory research was carried out with a qualitative approach, and two data collection procedures were chosen: the application of a poll and a semi-structured interview with five teachers, who worked in the initial years of elementary school, on the uses of digital technology in pedagogical work with literary reading. The theoretical methodological basis of the research is based on the studies Cosson (2020; 2021), Paulino (2010), Colomer (2007), Goulart (2020; 2021) on literary literacy and literary reading for children; in the studies of Araújo (2019), Kirchof (2016) Corrêa (2020; 2021), Ribeiro (2020) and Chartier (2002) on reading in the digital environment; Tardif (2012) and Nóvoa (2017) on teacher training. From the answers it was possible to identify the perceptions of the teachers in relation to: (1) teacher learning for the use of technologies, (2) multimedia resources used: difficulties and easiness in applicability, (3) literacy and digital devices. The results point to the need for continuous training, so as to allow access and guidance in relation to the use of digital devices, that is, a training based on a practical and concrete experience on devices that can be used for the mediation of literary reading. Therefore, we elaborated the result of this research as an educational product, a guiding notebook to teachers who teach in the final years of elementary school, with emphasis on literary reading, reading in digital environments and the use of digital devices.