New readers, new reading skills and meaning: challenges for media and information literacy

Recognizing the importance of developing the information and media literacy in contemporary society, this article discusses the scenario of hybrid languages born on cyberspace, hypertext and the new types of readers who interact with information, now disseminated by digital media. As theoretical references authors such as Lucia Santaella, we develop arguments that present the headquarters of language and thought within a semiotic support. Matrices help to understand the phenomenon of hybrid language in hypertext. Therefore, we emphasize that the development of skills associated with the new reading environments propitiated by the virtual environment requires the understanding of language, which is one of the concepts used within the media and information literacy (MIL) proposal of Unesco, which combines the two concepts and skills of information and media literacy. It is hoped that this article motivate scholars and practitioners of education and information to take responsibility to educate for information environments that arise with new media and technologies, emphasizing the issue of reading and language.

Currículo na educação infantil: implicações da teoria Histórico-Cultural

Pós-graduação em Educação - FFC

Programa de educação familiar a distância em linguagem e comunicação suplementar e alternativa

Pós-graduação em Educação - FFC

Tecnologias de Informação e Comunicação (TICs) e literatura, uma aposta notável

The aim of this study was to develop a qualitative research of bibliographic nature, in order to verify how has been the use of new Information and Communication Technologies (ICTs) and literary reading in early childhood education.. It is believed to be necessary for children, since their early childhood, to, be in contact with various literary works of aesthetic value, which will enable them to understand this particular literary language - and the imagery that comes with it - what can instigate appreciate literature and get the reading habit. The use of ICTs by children beyond the use of games and watching stories on computers, tablets and smartphones, for example, for the production of videos and slides or creating stories, enable new experiences of redesigning and construction of knowledge and culture. The idea for this research came from reading the numerous texts that deal with the need to understand the child as an active subject in the construction of culture and society, rather than as receiving reproductive and cultural orders (CRIANÇAS, 2012). In this sense, in addition to the newsletters Equity For Children: Latin America (CRIANÇAS, 2012), the understanding of childhood and child in the works of Walter O. Kohan (2005; 2006) supports this study. This research proposal was also based on authors and documents that point to the need to promote, since the first stages of Basic Education, the literary reading as a means of enjoyment and emancipation (LAJOLO 2001a; Barthes, 2007; FILIPOUSKY, 2009; BRAZIL, 2010; MACHADO, 2011; VASQUES, 2013), and an education connected to the technological advances of the twenty-first century (BRAZIL, 1997, CHAVES, 1998; DEMO, 2008)

Andersen e o ensino de estratégias de leitura: relações entre leitores e textos

Pós-graduação em Educação - FCT

Desenvolvimento da linguagem infantil à luz da Teoria Histórico-Cultural: contribuições de práticas literárias na primeira infância

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Foto-Geo-Grafia: uma aproximação entre linguagens

Currently we live in an increasingly visual world, where images are used as non-verbal language for different interests. Considering the ease of getting a photograph and the many ways that it can find, understand that this language can be a means of reading the geographic space, appearing as text and not only as illustration for teaching geography. Thus, this work aims to try an approach between artistic photographic language and geographic scientific language, observing how different groups with different ages read the geographic space through photographs. Focusing on the school environment, we have in mind the need to work with the various pictorial means that are increasingly present in textbooks of geography teaching. Here then, as proposed, a trial in which students from elementary and secondary education will shoot what for them is the city. The analysis will be performed observing possible differences and / or common aspects in the photographs according to the age group of students groups, trying to discover how the geographic space is being read by students through images and how this trial can contribute to the basic education of discipline geography