O impacto das redes sociais na escrita de estudantes brasileiros: uma análise da linguagem digital sob a perspectiva das teorias linguísticas e do ensino em contextos diversos

Abstract

This study aims to analyze the impact of social media on the writing of Brazilian students in Elementary School II, considering the influence of digital language on formal written production. With the advancement of technology and the popularization of social media, new forms of communication have emerged, characterized by the use of abbreviations, emojis, and informal linguistic structures. In this context, the study seeks to understand whether these practices negatively affect formal school writing or represent a legitimate form of linguistic variation. The theoretical framework is based on Linguistics studies, with emphasis on Sociolinguistics and the concepts of digital literacy, drawing on the works of Bagno (2001), Marcuschi (2008), and Xavier (2010), as well as recent studies on multiliteracies and digital culture by Nunes, Alves and Alves (2023) and Fofonca, Garcia and Pereira (2023). The methodology adopted is qualitative, consisting of a bibliographic study based on the analysis of books, scientific articles, and official documents related to digital language, Sociolinguistics, digital literacy, and Portuguese language teaching. The results indicate that, although digital language may occasionally influence formal writing, such influences do not necessarily compromise students' textual competence, especially when supported by appropriate pedagogical mediation. It is concluded that schools should recognize8 and integrate digital practices into language teaching, promoting a more inclusive and contextualized educational approach.