Submitted by Robério Barreto (jpgbarreto@gmail.com) on 2014-05-02T20:27:39Z No. of bitstreams: 1 ROBÉRIO PEREIRA BARRETO.pdf: 1818737 bytes, checksum: 9fed4e69cfeef25e70263c347229187b (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-07-17T01:17:18Z (GMT) No. of bitstreams: 1 ROBÉRIO PEREIRA BARRETO.pdf: 1818737 bytes, checksum: 9fed4e69cfeef25e70263c347229187b (MD5) / Made available in DSpace on 2014-07-17T01:17:18Z (GMT). No. of bitstreams: 1 ROBÉRIO PEREIRA BARRETO.pdf: 1818737 bytes, checksum: 9fed4e69cfeef25e70263c347229187b (MD5) / A presente tese é resultado de pesquisa que teve como objetivo compreender as práticas interacionais de escrita ocorridas nos weblogs de professores da educação básica de Irecê – BA. O encontro com categorias tais como letramento, letramento digital, hipertexto, interações on-line e off-line foram fundamentais para o entendimento de que a web tem promovido mudanças na forma e no sentido dos meios de produzir linguagem no contexto da comunicação digital. Entrevistas presenciais e interações on-line com os participantes da pesquisa visam atender aos princípios metodológicos do trabalho, que fez uso de ambas etnografia virtual e análises de caráter qualitativo e interpretativo. Os dados relativos à interação no weblog levam à conclusão de que todo esse processo de mudança na forma de produzir linguagem tem ocorrido paralelamente aos esforços dos profissionais, não tão preparados para a prática do webletramento, considerando que os interagentes da linguagem virtual já nasceram numa era digital, em que conseguiram ampliar os modos de articulação entre si. A análise de dados demonstra que são necessárias reorganizações pedagógicas na forma de se trabalhar com leitura e escrita na escola básica, por que os estudantes que dela participam estão imersos na cultura digital e, portanto, realizam leituras, escritas e interações por meio de práticas de escrita on-line diferenciadas das até então realizadas na escola. O estudo evidencia a acentuada diferença de preparo dos professores para atuarem com esse público que, na prática, já está habituado a realizar leituras e escritas digitais dentro e fora da sala de aula, fazendo uso constante da rede de computadores, através de variados dispositivos móveis que os acompanham desde cedo. Estas concepções são respaldadas por Marchuschi (2000), Xavier (2003, 2012), Araujo (2011), Lévy (2000), Street (2000), Godoy (2010), Bakhtin (2000, 2003), Burke (1999), Hine (2010), Straus e Coubin (2010) e outros que vão desde a Sociologia da linguagem à Teoria da comunicação mediada por computador. / ABSTRACT The thesis presently handed to the academy panel is the result of research that had as its main objective to understand the interactive writing practices on weblogs of teachers o f fundamental education in Irecê - BA. The encounter with categories such as literacy, digital literacy, hypertext, on - line and off - line interactions were fundamental to the understanding that the web has promoted changes to the way and the means of producin g language in a digital context. Interviews and on - line interactions with the participants aim to attend the methodological principles of the work, which, made use of both virtual ethnography and qualitative and interpretative analysis. The data related to weblog interaction guides to the conclusion that all this process is a result of change on the way of producing language has occurred in parallel to the efforts of the involved teachers, not prepared to cope with students who were born on a different era, already capable to amplify their means of articulation. It is necessary to reorganize the pedagogy to work with reading and writing on basic education because students are already immerged into a digital culture and, therefore, able to read, write and int eract using on - line specific practices. These conceptions are supported by dialogues presented by Marchuschi (2000), Xavier (2003, 2012), Araujo (2011), Lévy (2000), Street (2000), Godoy (2010), Bakhtin (2000, 2003), Burke (1999), Hine (2010), Straus e Cou bin (2010)

The following essay has the purpose of giving an account of how the increasing digitalization, medialization and flow of information has affected social science as a subject, and how this has changed the expectations put on students and teachers. Furthermore, the way teachers’ TPACK knowledge and web literacy skills affect their teaching is also examined. Lastly, students’ level of understanding for the term media and information literacy is further investigated.  This is being done with the help of the following three question formulations: 1. What further demands does the increasing digitalization, medialization and flow of information pose for students and teachers, and how does it connect to social science as a subject? 2. How do teachers' knowledge of TPACK and web literacy affect their teaching? 3. What level of understanding do students have for the term media and information literacy?  The essay is based upon 15 peer-reviewed scientific articles, which have been chosen to represent the field of knowledge and answer the three question formulations. The interconnection between media and information literacy and democracy makes the subject increasingly important in today’s society with threats like propaganda, misinformation, and anti-democratic rhetoric. One conclusion made is how important it is for the students’ learning outcomes that the teacher is well-informed and has the necessary knowledge to help and support the students in their learning. It is also important to consider that the way students define media and information literacy may differ from teachers’ understanding, and that can lead to students’ knowledge being interpreted as higher than it is in reality.