Cocriação de artefatos digitais como estratégia de aprendizagem de leitura e escrita no Ensino Fundamental I

Abstract

This research aims to encourage possibilities of new learning strategies through the co-creation of digital artifacts (text, short video and audio) in order to provide authorial, interdisciplinary activities and digital skills in students. What justifies this investigation is the possibility of expanding the repertoire of collaborative creation of digital artifacts for pedagogical purposes, as a learning strategy to overcome gaps in the reading and writing processes. What motivates this investigation is the opportunity to significantly contribute to the development of reading and writing through collaborative, multiliterate and educommunication practices, targeting digital skills as proposed by the BNCC (2017), in order to generate experiences and positive impacts on the pedagogical experience. Throughout the research, we will seek to answer the following research question: How can the co-creation of digital artifacts (video, audio and text) be used as a learning strategy for reading and writing? We opted for a scientific research methodology of qualitative nature, descriptive type, with bibliographic/documentary data origin, under the epistemological prism of Design Science Research, aiming to fulfill, through its theoretical and empirical aspects, its general objective. Considering the collection instruments during the review of previous studies, the focus was delimited in the period between 2017 and 2022, researching on books, scientific articles, theses and dissertations, considering the following online bases: a) Bank of Theses and Dissertations of the Pontifical Catholic University of São Paulo (PUC-SP), b) Capes Theses and Dissertations Catalog, c) Digital Library of Theses and Dissertations of the University of São Paulo, d) SciELO (Scientific Electronic Library Online.). As theoretical references that support this investigation, we consider aspects of authorship (FREIRE, 1996), digital artifacts (ANDRÉ 2018; MORAES; LIMA, 2020), educommunication (OLIVEIRA, 2010), multiliteracies (ROJO, 2013; ROJO; MOURA, 2019) and BNCC (2017). As a result, we perceived the contribution of a collaborative and interdisciplinar authorship through the co-creation of digital artifacts to the current educational context of basic education