Letramento literário na escola e a contribuição das ferramentas digitais no processo de ensino – aprendizagem

Abstract

This research has a qualitative and quantitative nature and seeks to investigate the contribution of digital tools in the teaching-learning process of elementary school students in two public schools in the municipality of São Félix do Xingu-Pa. To this end, bibliographic and field research were carried out. The field research is aimed at 8th grade students and teachers of Portuguese and Writing in the Bird Blue and João Ciro de Moura schools. As a data collection instrument, two questionnaires were used. The main theoretical contributions used to support and analyze the results of the work were Cosson (2014, 2017), Soares (2004), Kleiman (2005, 2011, 2013), Rojo (2012), Santaella (2013), Lakatos (2019) and Pietri (2009). The results of the research show, among other aspects, that the use of technology is little used, equipment with wide access such as cell phones is forbidden due to the conception that this harms the teaching-learning process. Thus, the use of digital tools is practically nonexistent, the teaching of literature is limited to analogue and most students are unable to differentiate short stories from hyper short stories. Therefore, this work seeks to contribute to literary literacy research and the use of ICTs.