O papel mediador das mídias digitais na relação da criança com a leitura e a escrita

Abstract

In face of a world where the society is more and more transformed by the digital culture and, therefore, seeking for contributions for the elaboration of more concerning pedagogical practices for children in the contemporaneity, the present study intended to investigate the mediations of this culture in the contact of the child with the reading and writing processes. Having as theoretical support authors as Magda Soares, Lucia Santella, Pierre Lévy, André Lemos, among others, the study in reference, developed in the research-intervention perspective with the contribution of Maria Teresa Freitas, took place at a public school of the Rio de Janeiro municipality, having as subjects twelve children between 8 and 12 years old, enrolled in the third year of the elementary school. The methodological procedure preferred was a text production workshop by the Internet. It was also requested to the children to express their view about the places where writing was present, on the Internet and at school, through the tool "print screen" in the first case and through photographs in the second case. The interpretation of the data showed it is possible to consider that the digital media, with which the children are currently in contact, acted as facilitators for reading and writing in respect to the subjects of the research, having favored their interest for reading and writing. It is assumed that the findings of this research may constitute evidences to the outline of literacy policies and practices, based on the children's historical and cultural experiences.