Letramentos digitais potencializados por narrativas audiovisuais na formação docente

Abstract

Technological and communicative innovations made possible by digital networks characterize contemporary society and generate new modes of production, socialization and education. New times and spaces are described. Cyberspace and cities intertwine and complement each other. Static and moving images, sounds and written texts open spaces for new forms of creation. For a better understanding of how digital audiovisual narratives contribute to the fabric of knowledge in a face-to-face and online learning network, we aim, in this study, to identify emerging digital literacies, from the conversations and narratives of cultural practitioners, whose field of research was the discipline Practical and Pedagogical Research (PPP), from the Pedagogy course at the University of the State of Rio de Janeiro (UERJ), Maracanã campus, during the first and second semesters of 2019. In this context, we dialogue with the theoretical assumptions of Cyberculture (Lemos, 2003; Silva, 2003, 2010; Santaella, 2004, 2007, 2013 and Santos, 2005, 2014, 2019) with studies on literacy and digital literacy (Freire, 2004; Soares, 2009, 2012; Rojo, 2009, 2012, 2013, 2019). In methodological terms, we opted for cyber research training (Santos, 2005, 2014, 2019). For this, we apply the principles of multireference (Ardoino, 1998; Macedo, 2012), with the focus of everyday life (Certeau, 2013; Alves, 2008; Andrade, Caldas and Alves, 2019). During the research, we devised curricular acts (Macedo, 2010), supported by different devices (Ardoino, 1998), which allowed the emergence of digital literacies, in different genres and formats, based on the analysis of the narratives that emerged during the research. Among these literacies, we highlight: media literacy, social, political, critical and racial criticism, among others.