Letramento em ambientes virtuais de aprendizagem na educação básica: estudo de caso do AVA do Instituto de Aplicação da UERJ

Abstract

When reflecting on the intertwining of digital technologies with contemporary social practices, it is relevant to seek to understand it in the scope of formal education. In this sense, these technologies were considered as some of the agents involved in school educational processes, and conceptions of literacies and of construction of competencies in digital culture were pondered, to constitute the research problem: how the development of students and teachers of basic education is influenced by a Virtual Learning Environment (VLE) acting in the teaching-learning processes of a school? The proposed hypothesis was that, when interacting with a VLE, individuals get involved in practices of literacies that are significant in digital culture, building important competencies, notably in the categories related to the cognitive development stimulated and required by digital products and media, proposed by Fátima Regis (2008): linguistic; logical; sensorimotor; social; and creative. The main goal of the research was to investigate the modes of interaction of students and teachers from the 6th year of education at Fernando Rodrigues da Silveira Application Institute (CAp-UERJ) with the school's VLE, observing profiles, actions and perceptions of the participants. The main theoretical references were studies on Information and Communication Technologies and distance education, appropriate pedagogical theories, related legislation, contextualized education, digital technologies in culture and education, hybrid education and hybridism in a pandemic context, attributes of VLEs and the Moodle system, interactions and interactivities, alphabetizations and literacies, compound literacies and multiliteracies, construction of competencies and their relation with literacies in digital culture, of which three referentials of competencies in this sphere stand out: media competence (FERRÉS; PISCITELLI, 2012), cognitive competencies (REGIS, 2008, 2010, 2015; REGIS et al. 2009; REGIS; TIMPONI; MAIA, 2012; TIMPONI; OLIVEIRA, 2017) and competencies associated with Media and Information Literacy (UNESCO, 2013). From these bases, the methodology of this research proposed a case study with students and teachers from the 6th year of education in interaction with CAp-UERJ’s VLE, a product of digital technology in a school context. For that, data were collected through questionnaires and interviews with the participants, and statistical treatments and qualitative analysis of the content were carried out. The results of the data analysis confirmed the hypothesis, showing changes in attitudes, knowledge and skills of those involved, according to the three referentials of competencies that were used. It was concluded that the interactions with this VLE, together with other factors of the context in which they took place, enabled the development of competencies in multiple directions, composing a current framework of participation in multiliteracies practices.