Macroletramentos digitais de professores em formação: produção de textos multimodais on-line.

Abstract

This paper aims to understand the use process of digital macroliteracies in teaching programs. For this purpose, online multimodal texts production of Language Teaching Certificate Program undergraduate students were analyzed, in which the students are from 7th and 8th semesters in a Mata Sul higher education institution, which is located at Palmares, a city in Pernambuco, Brazil. This study discusses the evolution of digital literacy with technology advancement and the macroliteracy studies as the base for dialogical action in digital sphere. The discussion is based on the theoretical-methodological principles of digital literacies from Dudeney, Hockly and Pegrum (2016), which defend the existence of several digital literacies, with focus on language, information, connections and (re)design. Thus, the digital literacy level of the undergraduate students is evaluated starting from the online multimodal texts production and the produced texts analysis. This study questions how the production practice of these texts can promote abilities related to digital macroliteracies of the Language Teaching Certificate Program undergraduate students. Moreover, the research uses a qualitative and quantitative approach, and it is characterized as a longitudinal case study, accomplished in three stages, the first two being related to field research and the third one being the treatment of the collected data. The first stage consists of the application of the questionnaire to the undergraduate students, which aims to outline the profile of the surveyed individual, and the production of multimodal mini fairy tales on Facebook, the social network. The second stage consists of the production of imagery texts in WhatsApp by using emojis, and the construction of mind maps on academic texts. Therewith, the results by analyzing the digital literacy of the students highlight the literacy level development of the undergraduate students, as digital macroliteracy skills were revealed in the texts produced during the research. Print literacy, research literacy, remix literacy and multimedia literacy are some of the identified literacies in the text productions. In conclusion, the digital literacies studies and practices in a classroom are still elementary regarding the usage of Digital Technologies by the students in their daily practices. Thus, this research turns out to be important to reflect about the promotion of digital literacy in teaching programs.