Contribuições do digital para a formação do leitor literário: interações na leitura de “A hora da estrela”

Abstract

This paper discusses, in an interdisciplinary perspective that brings together studies of literary literacy, digital literacy and creative writing, teaching strategies with a look at literary reader training in the school context. It consists of ongoing research in progress that aims to investigate the production of meaning in reading workshops and creative writing, through the mediation of digital interactivity. The collection and analysis of data is performed from the application of a Didactic Unit (UD), and class in the development process with third year students of a high school center in Araguaína-TO. UD Practical activities are being applied, centered on shared reading of the novel The Hour of the Star, by Clarice Lispector. As a final result of the sequence of activities, we intend to create a fanpage for posts of production and as a record of student interaction. For the analysis of the data generated, mobilized beyond the perspective of literacy and creative writing sociosemiotic, specifically considering the interaction of methods proposed by Landowski (2001.2014): programming, manipulation, adjustment and assent. In this sense, the analysis will be guided to the understanding of the meanings that are built in the process experience, considering the production of meaning from the interaction between subjects (teacher and students) in school and in the virtual environment. In view of the benefits resulting from digital inclusion in the educational context, research beckons issues related to new ways of teaching and learning based on the student's profile in contemporaneity.