Linkedin como ferramenta de ensino: uma proposta letramento digital no ensino médio técnico

• Ano de defesa: 2023
• Autor(a) principal: Silva, Tales Antonio da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística e ensino; Mestrado Profissional em Linguística; UFPB
• Palavras-chave em Português: Ensino - Letramento; Letramento digital; Linkedin; FVNexA; Teaching; Digital literacy; ItemNet; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/35168

This work promotes a discussion about teaching processes linked to digital literacy, textual production and digital genres. We developed a conceptual analysis of the new interactions in virtuality and new literacy practices with a focus on digital literacy and language teaching as a social practice. One of the main goals of this proposal is to validate the use of ItemNet LinkedIn as FVNexA, in the teaching of Portuguese language content provided for in the BNCC, namely, textual production.And more specifically, in the textual genre virtual curriculum. Clipping that meets the forecast of the classes in which the Didactic Sequences (DS) will be applied, as well as the moment of formation and type of course of the classes under observation: high school students of the ECIT Renato Ribeiro Coutinho School located in the city of Alhandra, Paraíba.In this sense, we seek to present the ItemNet (Matos, 2020; 2022) LinkedIn as a teaching tool, working on textual production within the virtual curriculum genre. We adopted as a theoretical framework the contributions of Matos (2020; 2022), Coscarelli (2011) and Soares (2006). Regarding the methodological aspects, this research is qualitative, bibliographic and descriptive. A didactic sequence is presented for the application of a workshop, using the ItemNet LinkedIn to promote textual production, while seeking the digital literacy of students of Technical High School. As a result, there is a possibility of teaching methodology through a tool that, through the social action of the teacher, can become an attractive digital and social inclusion strategy, consistent with the new demands of postmodern society.