CIBERESPAÇO, CIBERCULTURA E FORMAÇÃO DE JOVENS LEITORES: DESAFIOS E ESTRATÉGIAS PARA A EDUCAÇÃO BÁSICA

Abstract

Of an interpretive qualitative nature, our work sought to promote a reflection on the challenges and strategies of teaching-learning of Portuguese language through platforms such as Google Meet, Canva, Whatsapp and Youtube, thus understanding the phenomenon of cyberculture and the possibilities of cyberspace, especially in the context of the pandemic. Based on the official documents that guide pedagogical actions in Brazil, such as the National Curriculum Parameters, the Common National Curriculum Base and articles of the Laws of the Constitution, as well as through contributions from theorists such as Lévy (1999), Kellner (2001), Soares (2005), Antunes (2009), Deitel et al (2003), Coscarelli (2018), Castells (2004), among others, we seek to observe how young readers are inserted in this contemporary context and the possible implications in classrooms. Thus, the work reflects on the use of digital platforms in non-school and school contexts and also shares experiences experienced in the remote teaching of Portuguese language, developed by the Pedagogical Residency Program of the Federal University of Paraíba in E.E.E.F Profª Maria Geny de Sousa Timóteo, in the municipality of João Pessoa. Thus, we intend to answer the following problem-question: In the face of the pandemic, which forced us to experience remote teaching, what to do now that new technologies and their digital platforms are the only way to ensure the continuity of classes? To this end, we propose to discuss about possible reading practices in digital environments, and how such practices can be built in Portuguese language classes with a view to the digital inclusion process. In view of this, our study showed that even though there is still a lack of democratic public policies, networking seems to be increasingly necessary and urgent beyond remote education.