Vlog e ensino: o lugar da voz da criança na sala de aula e na sociedade

Abstract

Children interact with many sorts of genres that emerge from the digital technologies to which they are exposed from an early age. Vlog stands out as an important genre given the popularization of smartphones with cameras and continuous access to the internet, enabling the production of amateur videos of an autobiographical character, filled with multisemioses and whose theme is related to the daily experiences of the authorsproducers. This work sought to think about the use of vlog as a learning object, bearing in mind the need to think about a multimodal and multisemiotic literacy, which highlights the child's voice as a producer of his knowledge and that contribute to a better adaptation of school practices to the social practices of learners. With this perception, this work aimed to make a didactic proposal for the work of the vlog genre by literacy children feasible and observe their reflections on this process. For our reasoning, we mainly seek to rely on Rojo (2012), Cope e Kalantzis (2016), Schneuwly and Dolz (2004), Bakhtin (2017) and Santaella (2007). Methodologically, a field research was carried out, making use of the videotaped record of unstructured qualitative-interpretative interview, involving 10 children of the 2nd year of Elementary School in a public school in the city of João Pessoa -PB. The conclusions show that the child's voice, when evidenced at school, enunciates itself to the world, highlighting subjectivity and the diversity of ways of apprehending and knowing the world through language. Children describe the experience as positive and motivating for learning and use socio-emotional, techno-communicative and linguistic-discursive strategies in order to overcome the difficulties they encounter in their social realities and in the reality of the school in the production process of their vlogs.