Facebook: um suporte tecnológico para o ensino da leitura

Abstract

In recent decades, research involving the teaching of reading is showing few satisfactory results, given that the school is failing in its task of educating readers. All this is because students have shown a high degree of motivation when faced with reading activities, besides inserted in a society in which dominates the technology that surrounds them and motivates them. Thus, technological advances end up generating a relationship of dependency and need to use, causing people to pursue technology as a kind of survival. From this perspective, we conducted an educational intervention on the teaching of reading, with the tool "Facebook”, considering that the use of this technological apparatus is already part of the daily life of students. Thus, we believe that this teaching tool will serve to encourage them to read, thus creating a constant habit in your lives. Therefore, we elected the objective of proposing concrete situations for the use of Facebook, with discursive multimodal genres that circulate in this virtual environment, motivating students to read from something that is of interest. The research is inserted in Applied Linguistic, focusing on teaching reading in a dialogic and interactive design language, in the discursive multimodal genres, in multimodality, in digital and visual literacies, in hypertext and in Information and Communication technologies, taking into account reading as a social practice. They were taken as reference Cosson (2014), Solé (1998), Koch e Elias (2013), Leffa (1996), Dionísio (2005), Koch (2009), (2004), Garcez (2001), Silva (1992), Kleiman (2000, 2002), Marcuschi e Xavier (2004), Ribeiro (2013), Silva (2004), Bakhtin (1992, 2003 e 2011), Marcuschi (2001, 2008 e 2010) and others. Methodologically, we find support in some principles of action research, with a view that fits the purpose of performing an intervention, whose goal is to minimize the difficulties that interfere with the development of reading ability of students. In the analyzes, we tried to observe how this intervention was given and how this virtual apparatus was contributing to improve the reading habit of our students. In this way, we can affirm that the results achieved were positive, since throughout the reach we identified that from the use of “Facebook” a new reader profile arises, that is, a browser reader that uses several reading strategies to read and understand the texts that are posted and commented in this virtual environment. In addition, we also find that most of the readings that students take on a daily basis happen more on “Facebook” than in the classroom itself. Thus, even though we faced some difficulties during the intervention, we were able to create concrete situations for the use of “Facebook”, stimulating our students to read from something that was part of their interest and that was part of their daily life, being significant and affective for their school and social life.