Mídias hipertextuais, produção escrita e letramento na educação superior

Abstract

This thesis deals with the current written production in hypertextual media, based on the assumption that the academy needs to dialogue with the multiple linguistic behaviors of young multifocused students, who use writing in a new technological space/time/support: physical or virtual, portable or static. The objective of the study is to identify in university student writings the characteristics that are consistent with the narrative way of thinking, to subsidize and contribute so that the academy can perceive the advantages of this new form of communication, within its limitations, in the academic context and help to improve it before the irrefutable new media established reality. This research was developed at the State University of Rio Grande do Norte (UERN) with undergraduate students in Nursing, Geography and Pedagogy aiming to bring university teaching to reflect on the possibility of including a pedagogical relationship based on the virtual world-mediated negotiation of senses, in a process of hybridization between static technologies, as books and copybooks, and digital technology, whose supports are the moving screens. Through the interaction learning-teaching based on Cartesian and narrative thinking, the university student can be transposed into those two modes of thought, with possibilities expanded. Thus, the importance of the university professor as an agent of academic literacy highlights. Among the findings, it is verified that the textual production of undergraduate students privileges the mode of narrative thought built in the relationship university and hypertextual media in real and virtual spaces, alone or in social networks, with plural schedule of learning, not limited to university inner walls; and the need for recognition by the forming university to the inclusion of the connected student and his contemporary writing