A linguagem Scratch em um projeto de letramento

Abstract

The use of digital resources in education has proven essential as digital technologies transform and are increasingly integrated into the daily activities of individuals and institutions. Given this, the general objective of this thesis is to analyze the resizing of multiliteracy practices, made possible by the adoption of the Scratch language, in a literacy project. To this end, we propose the following specific objectives: a) analyze the use of multimodality in the process of attributing meanings; b) characterize the authorship models observed in the production of a Scratch game; c) identify traits that demonstrate glocality. In order to achieve these objectives, we are based on concepts arising from the Bakhtin Circle (Bakhtin and Voloshinov, 2012), in Literacy Studies from a sociocultural perspective (Kleiman, 1995; 2005; 2016; Tinoco, 2008; Oliveira, Tinoco and Santos , 2014), in Multiliteracies (Cazden et al, 2021; Rojo, 2012) and in principles of Constructionism and Creative Learning (Papert, 1991; 1994; Resnick, 2020). Methodologically, this is qualitative-interpretative research with an ethnographic bias, inserted in the field of Applied Linguistics (Moita Lopes, 2006; Kleiman; De Grande, 2015). The research locus is a public school in São Gonçalo do Amarante, in Rio Grande do Norte, and the collaborators are high school students from this educational institution. The analysis corpus consists of a game developed by students in Scratch language during a literacy project. Three categories of analysis emerged from data generation: multimodality, lautoria and glocality. The results indicate that the use of Scratch, in the literacy project developed, favored: i) the use of multimodality in processes of reframing the meanings of the school, the institutional body and the students themselves; ii) collective forms of expression, boosting the involvement of agents in the community and enabling collaborative authorship and protagonism; iii) the development of glocality, contributing to the intersection between local and global culture in the attribution of meanings; iv) recognition, appropriation and development of strategies to identify and combat fake news. In this way, we understand that Scratch can be configured as a significant teaching-learning resource, which presupposes the adoption of a situated practice and a constant dialogue between teachers and students.