Fotopoemas em práticas de letramentos digitais na formação docente para inclusão na educação básica

Abstract

In the landscape of digital culture, literature reveals its multifaceted nature through the expansion of hybrid literary genres that blend multiple languages. The literary genre, the photopoem, transforms the relationships of authors and readers with contemporary literary expressions in various spaces, including school. The work Et Eu Tu (2003), produced by Arnaldo Antunes, with illustration by Márcia Xavier is an example of this articulation between literary language and photography, combining the verbal and the non-verbal in the production of images and meanings. Therefore, the general objective of this research is to investigate the literary genre photopoem in digital literacy practices of teachers in teacher training courses with a focus on inclusion in Basic Education. As specific objectives, we list: 1) To identify the characteristics of the literary genre photopoem, based on the work ET Eu Tu; 2) To evaluate teachers' perceptions about the literary genre photopoem in connection with digital literacy practices; 3) Develop a teacher training project with a view to planning didactic strategies for the inclusion of Basic Education students, based on connections between the literary genre photopoem and digital literacy practices. Regarding the guiding theoretical framework, the work is based on the dialogued discussions between intersemiosis (Santaella, 2014; Pierce, 2000; Arnheim, 2005); photopoems (Santos, 2013; Antunes 2003); digital literacies (Dudeney, Hocly and Pegrum, 2016; Coscarelli, 2016) and teacher training (Nóvoa, 2015; Freire, 1997; Tardif, 2014). As for the methodological design, the research is of an applied nature in a Basic Education scenario, with a qualitative approach. We applied a questionnaire, a semi-structured interview and a mini-course with 7 teachers and 1 teacher from the Multifunctional Resource Room of a public school located in the Metropolitan Region of Recife. The data of this study were analyzed according to the categorization criteria from the semantic point of view to understand the relationship of the teacher with the photopoem genre; impact of technology on lesson planning; specificities of SEA students and teacher as mediator), based on the theoretical support of Bardin (2020). There was a lack of practical and reality-sensitive guidance for the school's teachers. In contrast, in the interactions during the interview, we found a group interested in information, which was discussed with acceptance of the pedagogical practices adopted by the teachers, as they were able to record their reflections in the face of their teaching planning. Finally, we provide a means of explaining teachers' voices about contemporary challenges and indicate new inclusive didactic possibilities for students of the Specialized Educational Service through photopoems and digital literacies.