Para uma pedagogia da leitura realizada on-line: para construir conhecimento

Íris Susana Pires Pereira

Resumo


O principal propósito deste artigo é o de evidenciar a necessidade da implementação de uma pedagogia específica da leitura realizada na internet com vista à construção de conhecimento. Situo genericamente esta ideia na teoria dos multiletramentos e arrolo três argumentos. Em primeiro lugar, apresento dados referentes à leitura on-line realizada por crianças e adolescentes, que, entre outros aspetos, revelam que estes sujeitos realizam com frequência a prática de leitura na internet para construir conhecimento. Em seguida, sistematizo as principais premissas de um modelo teórico desenvolvido para captar as especificidades da leitura realizada on-line para aprender. Por fim, apresento a análise de uma lição disponível numa plataforma digital on-line especificamente desenvolvida para a promoção da construção de aprendizagens e que mostra a dificuldade que a construção de uma tal pedagogia pode constituir quando é realizada sem conhecimento pedagógico específico. Embora não perfazendo um conjunto exaustivo, esta sequência de argumentos constitui-se, na minha opinião, como um conjunto coerente de razões convincentes da necessidade de implementar uma pedagogia específica da leitura dos textos que são lidos na internet com vista à construção de conhecimento.


Palavras-chave


Multiletramentos; Internet; Leitura; Multimodalidade; Pedagogia

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DOI: https://doi.org/10.5007/1807-9288.2019v15n2p28



Direitos autorais 2020 Íris Susana Pires Pereira

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Texto DigitalUniversidade Federal de Santa CatarinaFlorianópolisSanta Catarina, Brasil. ISSNe 1807-9288

 

Licença Creative Commons
Este trabalho está licenciado com uma Licença Creative Commons - Atribuição 4.0 Internacional.