Apropriação da linguagem escrita por meio de aplicativos em dispositivos digitais
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Data
2019-02-27
Autores
Santos, Sônia de Oliveira [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Com o avanço tecnológico e, consequentemente, com o aumento do uso dos dispositivos digitais, novos atos, novos gestos e novos modos culturais de escrita são criados. Diante desse cenário, o objeto da pesquisa relatada neste trabalho foi o uso de dispositivos digitais no processo de apropriação da linguagem escrita. O objetivo foi compreender o modo como as crianças se apropriam da linguagem escrita por meio do uso do aplicativo WhatsApp em smartphones e pela construção de narrativas com o uso do programa Microsoft Word em computadores. As questões norteadoras da pesquisa foram: Como a criança lida com a linguagem escrita na era digital? Como ela pode usar e se apropriar da escrita por meio de aplicativos em dispositivos digitais? Quais os gestos praticados por ela ao escrever utilizando os recursos dos dispositivos? Partiu-se da hipótese de que a criança vive em uma cultura digital e em virtude dessa inserção os aplicativos e dispositivos digitais podem auxiliá-la no processo de apropriação dos atos de escrever, impulsionar o seu desenvolvimento e seu modo de pensar. Tendo como base essa hipótese, a tese da pesquisa foi a de que, inserida em situações reais de escrita, a criança aprende a moldar seus enunciados por meio dos gêneros vinculados ao suporte digital. O uso dos dispositivos é essencial no processo de apropriação da escrita, porque, ao utilizá-los, a criança tem acesso a recursos que a auxiliam na construção, inscrição e elaboração da escrita e amplia as chances das escolhas dos enunciados, das palavras e dos caracteres com base em uma configuração gráfica. A pesquisa teve como metodologia a pesquisa-ação em consonância com os pressupostos defendidos pela pesquisa em ciências humanas. A geração de dados foi realizada em uma Escola Estadual e em uma ONG de assistência social e educação, ambas localizadas na cidade de Marília-São Paulo. As ações para gerar os dados foram desenvolvidas com 10 crianças entre os anos de 2015 a 2017, por meio de escrita de mensagens instantâneas com o uso do aplicativo WhatsApp e de narrativas, com base nos contos clássicos dos irmãos Grimm, no programa Microsoft Word. Ao final da pesquisa foram construídos livros para organizar as narrativas criadas pelas crianças. A elaboração foi feita pelo aplicativo Bookwright. Os dados foram gravados em áudio e vídeo, salvos em arquivos nos dispositivos digitais. Entre os autores que embasaram as discussões realizadas nesta pesquisa estão Bakhtin, Volóchinov, Medviédev, Vigotski, Jakubinskij e, também autores contemporâneos como Christin, Souchier, Bajard, Chartier, Arena entre outros que estudam a linguagem escrita na tela dos dispositivos digitais. Os dados foram organizados nos seguintes núcleos temáticos: A construção de enunciados para o Outro por meio de aplicativos de mensagens, Constituição do autor e a escrita de narrativas por meio do editor de texto, e Gestos praticados pelas crianças durante o ato de escrever na tela dos dispositivos digitais. Os resultados com base nos dados discutidos nesses núcleos indicam que com o uso dos dispositivos digitais a criança tem a possibilidade de se apropriar da linguagem escrita com sua natureza ideográfica e, portanto, autônoma em relação à linguagem oral. As ações realizadas para escrever seus enunciados nesses novos suportes evidenciam a riqueza dos gestos específicos da escrita contemporânea. O uso do smartphone e do computador por crianças no início do processo de alfabetização altera o modo como lida com a escrita, o seu modo de pensar e amplia as possibilidades de sua inserção no mundo da cultura escrita e no mundo digital.
With the technological advance and, consequently, with the increase of the use of the digital, new acts, new gestures and new cultural ways of writing are created. Given this scenario, the research object reported in this work was the use of digital devices in the process of appropriation of written language. The objective was to understand the way children appropriate written language through the use of the WhatsApp application on smartphones and the construction of narratives using the Microsoft Word program on computers. The guiding questions of the research were: How does the child deal with written language in the technological age? How can they use and appropriate writing through applications on digital devices? What gestures do they use when writing using device features? It was hypothesized that the child lives in a digital culture and by virtue of this insertion the digital applications and devices can assist them in the process of appropriating the acts of writing, boosting their development and their way of thinking. Based on this hypothesis, the thesis of the research was that inserted in real situations of writing, the child learns to shape their utterances, through the genres linked to digital support. The use of the devices is essential in the process of appropriating writing, because in using them, the child has access to resources that helps in the building, inscribing and making, and increases the chances of the choices of the utterances, words and characters based on graphic configuration. The research had as methodology the action research in consonance with the assumptions defended by the research in human sciences. Data generation was carried out in a State School and in an NGO of social assistance and education, both located in the city of Marília, São Paulo State. The actions to generate the data were developed with 10 children between the years 2015 to 2017, using the WhatsApp instant messaging application and narratives based on the classic tales of the Grimm brothers in Microsoft Word program. At the end of the research, books were constructed to organize the narratives created by children. The preparation of the books was done in the Bookwright application. Data was recorded in audio and video, saved to files on digital devices. Among the authors who supported the discussions in this research are Bakhtin, Volóchinov, Medviédev, Vigotski, Jakubinskij and also contemporary authors such as Christin, Souchier, Bajard, Chartier, Arena among others who study written language on the screen of digital devices. The data were organized in the following thematic nuclei: The construction of statements for the Other by means of messaging applications, Author's Constitution and writing of narratives by means of text editor and Gestures practiced by children during the act of writing on the screen of digital devices. The results based on the data discussed in these nuclei indicate that with the use of the digital devices the child has the possibility of appropriating the written language with its ideographic nature and therefore autonomous in relation to the oral language. The actions carried out to write their statements in these new media show the richness of the specific gestures of contemporary writing. The use of the smartphone and computer by child at the beginning of the literacy process alters the way it handles writing and extends the possibilities of insertion into the world of written culture and the digital world.
With the technological advance and, consequently, with the increase of the use of the digital, new acts, new gestures and new cultural ways of writing are created. Given this scenario, the research object reported in this work was the use of digital devices in the process of appropriation of written language. The objective was to understand the way children appropriate written language through the use of the WhatsApp application on smartphones and the construction of narratives using the Microsoft Word program on computers. The guiding questions of the research were: How does the child deal with written language in the technological age? How can they use and appropriate writing through applications on digital devices? What gestures do they use when writing using device features? It was hypothesized that the child lives in a digital culture and by virtue of this insertion the digital applications and devices can assist them in the process of appropriating the acts of writing, boosting their development and their way of thinking. Based on this hypothesis, the thesis of the research was that inserted in real situations of writing, the child learns to shape their utterances, through the genres linked to digital support. The use of the devices is essential in the process of appropriating writing, because in using them, the child has access to resources that helps in the building, inscribing and making, and increases the chances of the choices of the utterances, words and characters based on graphic configuration. The research had as methodology the action research in consonance with the assumptions defended by the research in human sciences. Data generation was carried out in a State School and in an NGO of social assistance and education, both located in the city of Marília, São Paulo State. The actions to generate the data were developed with 10 children between the years 2015 to 2017, using the WhatsApp instant messaging application and narratives based on the classic tales of the Grimm brothers in Microsoft Word program. At the end of the research, books were constructed to organize the narratives created by children. The preparation of the books was done in the Bookwright application. Data was recorded in audio and video, saved to files on digital devices. Among the authors who supported the discussions in this research are Bakhtin, Volóchinov, Medviédev, Vigotski, Jakubinskij and also contemporary authors such as Christin, Souchier, Bajard, Chartier, Arena among others who study written language on the screen of digital devices. The data were organized in the following thematic nuclei: The construction of statements for the Other by means of messaging applications, Author's Constitution and writing of narratives by means of text editor and Gestures practiced by children during the act of writing on the screen of digital devices. The results based on the data discussed in these nuclei indicate that with the use of the digital devices the child has the possibility of appropriating the written language with its ideographic nature and therefore autonomous in relation to the oral language. The actions carried out to write their statements in these new media show the richness of the specific gestures of contemporary writing. The use of the smartphone and computer by child at the beginning of the literacy process alters the way it handles writing and extends the possibilities of insertion into the world of written culture and the digital world.
Descrição
Palavras-chave
Educação, Alfabetização de crianças, Apropriação da linguagem escrita, Dispositivos digitais, Education, Literacy of children, Appropriation of written language, Digital devices