A prática de leitura e navegação hipertextual em ambientes digitais: uma proposta de multiletramento em sala de aula a partir de hipercontos e ciberpoemas

• Ano de defesa: 2018
• Autor(a) principal: Lima, Thiago Augustus Figueirêdo da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; PROGRAMA DE MESTRADO PROFISSIONAL EM LETRAS – PROFLETRAS
• Palavras-chave em Português: Leitura; Hipertexto; Ambiente digital; Interatividade; Multiletramento; Multimodalidade; Protótipo; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/25872

The onset of new information technologies has brought about significant changes in the way we understand reading and how it takes place in digital environments. Therefore, the focus of this research is on the students’ reading and browsing skills in digital environments. We are mainly aimed to methodologically work the reading practice so that students become effective readers and browsers of digital hypertexts. Regarding the specific aims, they are: (1) to observe, through diagnoses made, the reading and browsing of students in digital environments; (2) to work multiliteracies, multimodalities and interactivity in hypertales and cyberpoems from a didactic intervention; (3) to observe the results obtained from didactic prototypes. We conducted this research in a class of 8th grade of elementary school of the General Dióscoro Vale State School, located in the North Zone of Natal. For this purpose, we used the theoretical framework of a methodology applied to the proposals of Rojo (2012) concerning the didactic prototypes. This moves us towards a practice of multiliteracies and multimodalities, which are fruits of problematizations that aim to promote reflections and to renew the teaching practice of the language teacher. As a theoretical foundation, in a socio-historical perspective, we have Chartier (1999), Jenkins (2009), Lévy (2009) and Santaella (2013). As a theoretical foundation, in a linguistic perspective, we have Marcuschi (1999), Marcuschi end Xavier (2010), Coscarelli (2006; 2009; 2012), Ribeiro (2009; 2016) and Rojo (2012). The preliminary results highlight the relevance of multimedia in the construction of the students’ reading, from the overlap of browsing and reading skills in digital hypertexts.