Alfabetização e letramento de crianças com tecnologias digitais

Abstract

This undergraduate thesis whose theme is: Initial Reading Instruction and literacy of children with digital technologies, presents as an object of study issues related to the use of digital technologies for the process of Initial Reading Instruction and literacy. Although it is still a controversial subject, the use of educational software has gained space in the school environment presenting successful results in its diversity. Therefore, one question emerges: Which digital technologies are used and how can they contribute to the literacy of children in Initial Reading Instruction? To elucidate this question, this research was developed with the general objective of mapping digital technologies used in classroom and their contribution to children literacy in the initial grades of elementary school (1st to 3rd grade). In order to do that, it had as specific objectives: Distinguishing the concepts of Initial Reading Instruction and children literacy. Identifying educational practices of children literacy mediated by digital technologies. Analyzing the contributions of digital technologies to children literacy. The methodology that led the study was the bibliographical research carried out through searches in CAPES Free Periodicals and Google Scholar, for the selection of brazilian scientific publications on the subject, which presented data for the solution of the formulated issue. The sample of the study was primarily composed by books and scientific papers. The collected data was organized and analyzed following the text analyzis procedures proposed by Sampieri, Callado and Lucio (2013). As a result, it was concluded that the majority of the analyzed educational softwares contain "traditional" literacy activities. However, it is observed that digital technologies are useful resources and can contribute to the process of children literacy, provided that they are inserted in a theoretical pedagogical proposal and methodologically founded to guide the educational practice of the teacher.