REMEDIATION FROM PRINTED MEDIA TO DIGITAL NARRATIVES: AN ACTIVE METHODOLOGY PROPOSAL USING SCRATCH

• Autor(a) principal: Foohs, Marcelo Magalhães
• Data de Publicação: 2021
• Outros Autores: Giraffa, Lucia Maria Martins
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/2775
• topic: narrativas digitais; remidiação; Scratch; pensamento computacional; linguagem escrita; digital narratives; remediation; Scratch; computational thinking; written language; narrativas digitales; remediación; Scratch; pensamiento computacional; lenguaje escrito

This study was motivated by a concern with the recurrent reports of teachers who work in secondary and higher education regarding the students' deficiency with regard to natural language written in the standard norm and the organization of solutions to problems with the use of strategies associated with the Computational Thinking (CT). In this challenging context, an integrative literature review was carried out with the intention of analyzing the didactic sequences of works that involve the construction of multimodal narratives in elementary school, which work simultaneously with the development of written language and computational thinking, and classroom teachers were interviewed with the purpose of listening to their experiences regarding the investigated topic. As a result of the integrative literature review and interviews, a didactic sequence was proposed that includes remediation as the axis around which the natural language written in the standard norm is articulated with the authorship of digital narratives to promote the strengthening of natural language writing in the standard norm, the conscious use of linguistic variations, and the development of computational thinking. Exploratory interviews with classroom teachers had the participation of only four volunteers, which constitutes a limitation of this study. Finally, for future studies, it is considered important to apply the proposed didactic sequence in the classroom context for its validation and improvement.