Lousa digital na alfabetização: a aprendizagem da leitura e escrita mediada por recurso multimidiático

Abstract

This work focuses on discussions about digital technologies in the school context, specifically in relation to the use of the digital whiteboard in literacy, emphasizing practices regarding reading and writing mediated by a multimedia resource. Therefore, this research has the general objective of identifying the pedagogical practices developed with the digital whiteboard in the literacy process by teaching professionals, with the aim of understanding how such pedagogical proposals can help in learning to read and write. The specific objective of this study is to determine what changes occur in teaching practices with the introduction of digital technologies; to identify the shifts in teaching practices from the blackboard to the digital whiteboard; and how these shifts are most beneficial and conducive to broader, more concrete school development. To this end, a qualitative field study was conducted, based on the monitoring of reading and writing activities carried out using the digital whiteboard in literacy classes. To support the theoretical discussions, support was sought from Soares's (2018) studies on literacy; Coscarelli and Ribeiro's (2011) studies on digital literacy and Rojo's (2012) studies on multiliteracies; and Nóvoa's (2006) studies on teacher training. The results of this study emphasize the use of the digital whiteboard in literacy instruction and in the development of reading and writing in classroom pedagogical practices, guiding teachers on the appropriate use of this multimedia resource. Thus, as an educational product, resulting from this research, a workshop was developed for literacy teachers who teach in the 1st and 2nd years of elementary school (initial years), with an emphasis on multimedia reading and writing resources.