A utilização de hipertextos como mediadores de prática de letramento digital na educação básica

Abstract

The last decades have intense social transformations because of the Digital Information and Communication Technologies development. This situation has changing more than the real time human interactions because these technologies are essential do live in XXI century. The communicate, the banking transactions, the shopping and the find for a job using computers, today, are everyday tasks of digital literates. So, thinking about how elementary schools has organizing their classes to prepare the 21st century reader is primordial for all school’s members. In order to reflect on this, based in qualitative studies, we propose an analyze about the comprehension of hypertext reading performed by students at years 4 and 5 in elementary school, using on-line tools; understanding how the intergeneric transmutation happened to the discursive/textual genres as a result of the Digital Information and Communication Technologies emergence and advancement, evaluate, through the analysis of the participants' answers in the reading activities, the performance and reading comprehension of hypertexts made available through Whatsapp and Google Forms and stimulate the subjects' reading competence mediated by TDICs, providing reading practices that promote digital literacy. So, in this paper, we discuss the reader based on discursive/textual genres’ perspective based on Bakthin (1929), on Marcuschi (2002), on Rodrigues (2005), on Motta-Roth (2011), on Rojo (2005), on Coscarelli (2007), on Moran (2012), on Trevisani (2015), on Bacich (2015), on Ribeiro (2016) and others. With this, we present the results of our study based on the experience of hypertext reading through WhatsApp, Google Forms and Kindle applications with children participating in the study. Through the investigations carried out, we concluded that the participants performed well in the execution of the proposals, in addition to having demonstrated their commitment to carrying out the reading situations mediated by the Digital Information and Communication Technologies.