Experimentações de leitura na família: Home Literacy e o uso da tecnologia

• Ano de defesa: 2019
• Autor(a) principal: Silva, Vaniele Barreiros da
• Orientador(a): Ponciano, Edna Lucia Tinoco
• Banca de defesa: Malfacini, Ana Cristina dos Santos , Gonçalves, Márcio Souza , Stobäus, Laura Cristina , Fernandes, Cristiana de Almeida
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Psicologia Social
• Departamento: Centro de Educação e Humanidades::Instituto de Psicologia
• País: BR
• Palavras-chave em Português: Tecnologia de Comunicação; Apropriações; Digital; História; Psicologia Social; Leitura; Criança
• Palavras-chave em Inglês: Reading; Tablet; Communication Technology; Appropriation; History; Home Literacy; Children
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL::PROCESSOS GRUPAIS E DE COMUNICACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/15043

Perceiving reading as a social, historical and cultural practice is the first experience necessary to think about the changes and variations of its reflection in social construction. Technology allows for new nuances of reading practices. Reviewing their history, authors such as Fischer, Chartier and Manguel, seek to review reading as integration and change of individuals. This allows an analysis of the uses and appropriations of reading in contemporary children, in order to understand future implications. Aiming to analyze the use of electronic tools such as tablets, cell phones, games and computers, in pre-literacy children in their literacy, the mixed methodology is chosen. In a quantitative analysis, 73 parents answered a questionnaire that proposes a reflection about the uses of technological tools, besides the reading and the parental stimuli for the practice of reading. Armed with new perspectives on the relationship between parents, children, technology and reading, seven parents were selected to participate in group interviews that brought pertinent information to the qualitative part of the research. Data were analyzed by descriptive statistics. Subsequently, for the interviews, the transcripts mapped by the Bardin content analysis allowed a wide discussion about the benefits and harms involved in the use of reading technologies. From the descriptive and conceptual categories, it was possible to establish parameters that punctuated the ephemerality established in the children's reading processes. From these first observations, it is possible to affirm that there is a gap, between parents and children, about the benefits of technology for reading. It can be said at the outset that the reading processes are undergoing a backward movement, in which the children of contemporaneity find themselves in a situation of fragility, since the tools present a constant change, but the appropriations do not the demands of such equipment. Thus, we can think of the stimuli, cognitive processes, sensoriality, parental stimuli, textual receptions, the concept of reading discussed in four axes that allow mapping the meanings found in the houses, in their daily reading practices