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Isabel Cristina Alves da Silva Fradehttp://lattes.cnpq.br/2572087438468943http://lattes.cnpq.br/6126241612191802Rebecca Schirmer de Souza Vasconcelos2020-01-13T19:16:18Z2020-01-13T19:16:18Z2019-03-14http://hdl.handle.net/1843/31837A cultura escrita tem se alterado frente às inovações tecnológicas, o que nos leva a investigar o funcionamento da cultura escrita digital na sociedade contemporânea. Uma das principais mudanças tem sido no uso de diferentes aplicativos, suportes e recursos multimodais. No âmbito das redes sociais, tem prevalecido no Brasil o aplicativo de mensagens instantâneas denominado WhatsApp. O objeto de estudo desta pesquisa foi investigar como ocorrem as práticas de utilização do aplicativo WhatsApp por crianças em processo de alfabetização, visando compreender a sua apropriação da cultura escrita digital e as capacidades que elas mobilizam para ler e produzir textos multimodais nesse ambiente. A metodologia foi um estudo qualitativo, com levantamento de dados de uso e formas de aprendizagem relatadas em entrevistas e questionários, pelas crianças e seus familiares, seguida de intervenção para interação de crianças com a pesquisadora, por meio da troca de mensagens no aplicativo. A estratégia de interação via aplicativo teve como objetivo verificar como as crianças utilizam a linguagem verbal escrita e em áudio, assim como os demais recursos semióticos em suas conversas com a pesquisadora. Como referências teóricas a pesquisa se valeu de diferentes estudos sobre cultura escrita digital, multimodalidade, alfabetização e letramento digitais e interatividade. A análise dos dados coletados permitiu evidenciar as formas como elas aprenderam a usar o aplicativo, seja por observação do seu uso ou por meio do ensino direto dos pais e familiares, o tipo de acesso ao suporte, suas preferências de uso e de recursos semióticos, tais como áudios, mensagens escritas, uso de emojis, vídeos e imagens. Ao interagir por meio de mensagens, as crianças revelam aspectos pragmáticos de uso do aplicativo, mostram conhecimentos de recursos da multimodalidade típica da tela, alternando ou hibridizando as linguagens por sua funcionalidade e para a produção de sentidos e, muitas vezes, as escolhas não dependem apenas das habilidades de ler e escrever já adquiridas.The writing culture is changing in the face of technological innovations, which leads us to investigate the functioning of digital writing culture in contemporary society. One of the main lies in the use of different applications, material supports and multimodal resources. In the range of social networks, the instant messaging application called WhatsApp prevails in Brazil. The purpose of this study was to investigate how WhatsApp practices, by children in the literacy process occur, aiming to understand their appropriation of the digital writing culture and the capacities they mobilize to read and produce multimodal texts in this environment. The methodology was a qualitative study, with data on uses and forms of learning reported in interviews and questionnaires, by children and their families, followed by an intervention via interaction between children and the researcher, through the exchange of messages in the application. The interaction strategy through the application aimed to verify how children use verbal written language and audio, as well as other semiotic resources in their conversations with the researcher. As for theoretical references, the research was based on different studies on digital writing culture, multimodality, literacy and digital literacy and interactivity. The analysis of the data collected showed ways in which children learned to use the application, either by observation or through the direct teaching from parents and relatives, the type of access to the material support, their preferences for usage and semiotic resources, such as audios, written messages, use of emoji, videos and images. By interacting through messages, children reveal pragmatic aspects of application usage, showcase knowledge of typical multimodality features of the screen, alternating or hybridizing languages for their functionality and for the production of meanings, and often their choices do not depend only on previous acquired reading and writing skills.porUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em Educação - Conhecimento e Inclusão SocialUFMGBrasilhttp://creativecommons.org/licenses/by-nc-nd/3.0/pt/info:eu-repo/semantics/openAccessAlfabetizaçãoLetramentoInovações educacionaisMídia digitalComunicações digitaisAlfabetizaçãoWhatsAppCultura escrita digitalPráticas multimodais no aplicativo WhatsApp: apropriação da cultura escrita digital por crianças em processo de alfabetizaçãoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINALDissertação de Mestrado - Rebecca Vasconcelos.pdfDissertação de Mestrado - Rebecca Vasconcelos.pdfapplication/pdf3327640https://repositorio.ufmg.br/bitstream/1843/31837/1/Disserta%c3%a7%c3%a3o%20de%20Mestrado%20-%20Rebecca%20Vasconcelos.pdfec27d10ed6d4ba9b544fa054f617944bMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufmg.br/bitstream/1843/31837/2/license_rdfcfd6801dba008cb6adbd9838b81582abMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82119https://repositorio.ufmg.br/bitstream/1843/31837/3/license.txt34badce4be7e31e3adb4575ae96af679MD53TEXTDissertação de Mestrado - Rebecca Vasconcelos.pdf.txtDissertação de Mestrado - Rebecca Vasconcelos.pdf.txtExtracted texttext/plain248243https://repositorio.ufmg.br/bitstream/1843/31837/4/Disserta%c3%a7%c3%a3o%20de%20Mestrado%20-%20Rebecca%20Vasconcelos.pdf.txt8961bb646b11a9d54aa6e6b9285fb906MD541843/318372020-01-14 03:30:45.327oai:repositorio.ufmg.br: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Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2020-01-14T06:30:45Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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