Digital literary reading

new ways of conceiving literacy in school

Abstract

This article aims to discuss new ways of conceiving the teaching of reading from the perspective of literary literacy in the virtual environment, presenting an intervention proposal that considered the limits and complexities of digital readers regarding the appropriation of cybernetic language. Having action research as its main base (THIOLLENT, 2002), fieldwork allowed students from a public school in São Cristóvão/SE to experience a reading experience based on Cosson’s literary literacy through analysis and contact with short stories, great classics of popular literature of oral tradition. The theoretical foundation used is also based on the theoretical contributions postulated by Xavier (2013), highlighting the challenges faced by schools in the face of hypertextualized learning; by Coscarelli; Novais (2010) when we point out the complexity of processing by readers of reading in the digital environment; by Rojo (2012) and Freitas (2011) about multiliteracies end digital literacy. Thus, in an attempt to combine technology with teaching reading, taking the basic premises as a guideline, the ConteConto App was created, a tool used on smartphones, with the Android operating system that enables distance learning. Based on experience with the application in online reading workshops, a digital literary notebook was created with the aim of helping educators work with short stories. This analysis makes it possible to reflect on teaching reading practices in light of the advent of cyberculture.