Letramento hipertextual: um amálgama de letramentos demandados em cursos on-line

• Autor(a) principal: Pinheiro, Regina Cláudia
• Data de Publicação: 2016
• Outros Autores: Araújo, Júlio César Rosa de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/52985
• topic: Letramento; Hipertexto; Letramento hipertextual; Ensino a Distância

In this paper we redefine the concept of hypertextual literacy, which was proposed by Bolter (1998), because it does not fit anymore in the current social practices that are mediated by hypertexts. For this, we used the following references: Scribner; Cole (1981); Bolter (1998); Semali (2001); Soares (2000); Cavalcante Jr. (2003); Street (2003); Primo and Recuero (2006); Martin (2008); Barton (2009); Lemke (2010); Pinheiro and Araújo (2012); and Hardy-Vallée (2013). We worked with a Case Study Method upon the didactic material that is produced for undergraduate programs offered in a web-based format at the Federal University of Ceará (UFC/Brazil), in a partnership with the Open University of Brazil system (UAB). The subjects of the research were professors, known as “professores conteudistas” at UFC, who write the didactic content of the material, as well the team of technical personnel that is responsible for the transformation of the printed material into hypertextual content. Our instruments and techniques were: (i) Semi structured interviews, (ii) Sessions of accompaniment regarding the creation of material by some of the professors, (iii) Sessions of accompaniment regarding the work of the team of technical personnel, and finally, (iv) Analysis of the material in its three versions: the printed version written by the professors; the suggestion of the team of technical personnel for web-based format, and its final version that is exhibited on the web. The analyses show that the literacies, which we found, can be categorized as traditional, oral, visual, technological, communicational, and informational. In addition, we observed they interact with each other, and that some of them can gain prominence over others. Therefore, the concept of hypertextual literacy can be redefined as being social practices mediated by hypertext, through which we can identify several types of literacies, harmonizing among themselves within the process of sense making.