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

Autores

DOI:

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

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.

Biografia do Autor

Íris Susana Pires Pereira, Instituto da Educação da Universidade do Minho

Departamento de Estudos Integrados de Literacia, Didática e Supervisão
Centro de Investigação em Educação (CIEd)/Research Centre on Education
Grupo de Investigação Tecnologias, Multiliteracias e Currículo / Research Group Technologies, Multiliteracies and Curriculum (Coordenodora): https://www.cied.uminho.pt/
Revista Portuguesa de Educação (Diretora adjunta): https://revistas.rcaap.pt/rpe

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2019-12-30

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