DIGITAL READING STRATEGIES ON THE BLOG 'READING IS FUN' IN THE 8TH YEAR OF ELEMENTARY EDUCATION

Abstract

It is a challenge to work on literary reading with students immersed in Digital Information and Communication Technologies (DICTs), as these occupy more and more space in the lives of adolescents. It is imagined that working with literature through digital reading strategies can bring them closer to the literary world. This research is part of the National Program of Professional Master's Degree in Letters (Profletras), which within the studies of language and social practice, will investigate how digital reading strategies from the blog Reading is fun, can collaborate for the teaching and learning of literature in the 8th year of elementary school. We based our debate on the ideas of the following authors: Ana Elisa Ribeiro (2016), Bates (2017), Coscarelli (2011), Marcushi (2023) and Soares (2002) to discuss the use of digital technologies and digital literacy at school; with the contribution of theorists, Koch and Elias (2006), Marcushi (2010), Geraldi (2015) we address issues related to reading and textual genres. Cosson (2009) is our main theoretical contribution to outline reading strategies, also through Bakhtin (2003) the formation of autonomous readers in the final grades of elementary school is discussed; and to support the adopted methodology, qualitative participant, we will use Gil (2002). An intervention proposal with a sequence of activities developed during the research, working on the literary reading of chronicles through digital resources such as videos and hypertexts, will be presented at the end of this work.