A paz? Ah, paz! Há paz: leituras de paz mediadas pelas novas tecnologias

Abstract

In the early years of the 21st century, the use of technology was accelerated and removed the reading of its comfort zone, which was the book, and gave it a new world – the media – responsible for keeping it circulating in the most varied possible ways: blogs, sites, vlogs, social networks, through video, audio, or attached to the images. The fact is that reading now reaches beyond school spaces and to readers beyond the educated ones. This study entitled, Peace? Oh, peace! There is peace: peace readings mediated by new technologies investigated on how to use the Digital Information and Communication Technologies (TDIC) in several reading strategies, with the main objective develop the reading skills to of students by discussing and analyzing practices that promote feelings of appreciation and self-esteem in relation to the culture of peace in school and in society, in addition to enabling the student, through these different ways to read and record the world, production, publication and specially sharing of ideas and new knowledge. Also it is worth mentioning the reflection raised by this research in relation to the role of the teacher in this context, and the importance of continuing education as an essential factor for the pedagogical use of TDIC in the school environment. As theoretical reference, we brought the concept of reading by Koch and Elias (2006), ratified by the National Curricular Parameters (PCN) and by the National Common Curricular Base (BNCC), in addition to the studies of Solé (1998) as for the strategies of reading. The methodology used was that of action research, qualitative oriented, having as parameter the Dionne studies (2007) and Thiollent (1988). The research is still worth studying Moran (2000) and Masetto (2009) dealing with new technologies in the educational setting. For the development of the intervention, we elaborated a didactic sequence, subsidized in the theoretical assumptions of Rildo Cosson (2014), called "basic sequence". This Interventional activity, applied in a class of 8th grade of elementary school, in a State school, located in the urban area of the city of Caicó/RN, was developed in 10 workshops, assuming contact with poetry through song lyrics, research Biographical, production of wall and video poems, rereading of texts, declamations and choreography, all these expressions were mediated by the TDIC. Thus, considering the importance of mediation for meaningful learning, this study systematized the collective voices and practices, enabling infinite discoveries. Working with reading combined with TDIC has given it a more interactive and meaningful character, since in contact with an extremely diverse range of reading practices, the construction of knowledge took place in a collaborative and autonomous way.