Atos de currículo com o WhatsApp: o digital na Educação de Jovens e Adultos

Abstract

The contemporary scenario, mediated by digital network technologies, has been impacting the learning process, altering modes and means of production and development in the most diverse areas of human activities, particularly in education. From this perspective, it is essential to understand how the use of the smartphone and the WhatsApp application in Youth and Adult Education (EJA) can enhance the development of multi-skills, or digital literacy. With this purpose, this dissertation aims to verify the contributions of its uses to the digital literacy of cultural practitioners, with a view to improving their school performance. Taking as its inspiration the complexity paradigm, the epistemic methodological basis of this study is base in the approach everyday research (Andrade, Caldas e Alves, N., 2019; Certeau, 2013; Alves, N., 2008 e 2015)), on the principles of multi-referentiality (Ardoino, 1998; Macedo, 2010; 2012), and research-training in the context of cyberculture (Santos, E., 2014). There search, conducted in 2018-2019, had the participation of 30 EJA students from a periphery school, located in the municipality of Duque de Caxias. During this process, we created diverse curriculum acts, which enabled the emergence of conversations and narratives in, which emphasized the role and contributions of these devices to the development of multi-instruments, in a dialogic, collaborative and interactive way, enabling practitioners exercise the it authorship.