Leitura em dispositivos móveis digitais na formação inicial de professores

Abstract

The contemporary society is going through a process of constant technological transformation. People necessarily have to deal with the digital era, which has brought deep changes to human life. This research is related to reading on digital environment, more precisely on digital mobile devices (DMD), such as cell phones, tablets, netbooks, mp4 or mp5 players, notebooks, among others. We believe that, through the means of these devices, it is possible to access a variety of information, on and off-line, which can promote the development of knowledge through this textual digital media. The field of research centers on Teaching Fundament and Teaching Practice. The concentration is Teaching Fundament and Teachers’ Education, for we understand teachers’ education as an axis, which confirms the relevance of professional adoption of innovative pedagogical practices in the digital era. This research considers the teacher as an active subject and promoter of changes in teaching management and creation of new reading paradigms. The social context of reading is redimensioned due to hypermultimodal presentation of texts on mobile digital media. In this context of innovation and multiculturalization (SANTAELLA, 2013), potentialized by new communicational and informational digital technologies, we find the pedagogy of multiliteracies, idealized by The New London Group (1996), as a useful practice for teaching and the new literacies as a process of transformation of behavior and education of subjects, according to Cope e Kalantzis (2009). This research presents the mobile learning as a common practice in the pedagogy of multiliteracies and it shows studies and results in a national and international scale (MOURA, 2010), for example, the recognition and engagement of UNESCO (2012, 2013, 2014) in its implementation. The main objective of this research is to investigate the feasibility of reading on digital mobile devices in the education of teachers to be. The specific objectives are: a) to verify the potentialities of digital mobile devices in learning and teaching activities involving reading processes; b) to relate contexts in which the mobile learning and the pedagogy of multiliteracies can contribute to the education of critical readers; c) to identify in the learning and teaching process, via digital mobile devices, the possibility of interactive, dynamic and proficient teaching practice. Through the means of participatory research (LAKATOS; MARCONI, 2003) and with a qualitative approach (ANDRÉ, 2008), done initially with 21 students in the first semester of the Language Teaching course at Universidade Federal do Triângulo Mineiro, in Uberaba, Minas Gerais State – Brazil, in the second semester of 2014. We conducted teaching practice classes, using digital mobile devices, in an interactive reading process. We also created a group on a social networking website as a means of communication. The results from the practices support the idea that DMDs are useful pedagogical resources, as well as interactive tools, which can collaborate to social inclusion (GABRIEL, 2013). The practices with the students from the Language Teaching course also lead to ways to continue the research and raise new reasons for studies to deepen the critical analysis of the role of digital mobility in the context of human education.