O Facebook na escola: a escrita crítica em fóruns de discussão

Abstract

Social media has become part of our daily lives. It is a virtual world of social interaction that is accepted by everyone, regardless of age and has become a way to start and foster interactive communication with others around the world, they read, write, communicate. In a time of the digital era and digital natives, schools must not leave out of daily thinking social media as an important tool of communication, a vehicle of modality and multimodal interactions, involving at its core both linguistic elements and textual repositories, textual repositories, a space where the young person exercises their power of communication, expresses their feelings. Thinking about these issues is why a literacy project was created, carried out with students of the 9th year of elementary school, in a state school in the suburb of Salvador, with the main objective of integrating school practices into the digital native routine. It is this teaching experience - undertaken for the improvement of critical reading and writing that is at the heart of this memorial that brings reflections on the process of digital immigration of the teacher and adaptation of his teaching practices to the technologies that involve the world, as well as a contextualization about the school and the community where the project was developed, with the purpose of making known a certain specific school reality, an important condition for understanding the pedagogical action of teaching the language undertaken. The pedagogical work developed and analyzed in this memorial, entitled "Reading of the World", involved reading and writing critically developing from discussion forums, held on Facebook, in debates that began in the classroom, extending to the page , promoting, then, the integration between the presencial and virtual environments. This research, with a qualitative profile, is based on the studies of Lévy on cyberculture and collective intelligence, in the concepts of literacies Street (2003), Kleiman (2007) and Rojo (2012), reading of Chartier (1999), critical pedagogy , based on Freire (1996) and Bakhtinian dialogism.