Leitura e novas tecnologias digitais na voz do professor da escola básica

Abstract

The insertion of new digital technologies in the teaching-learning process has brought great challenges and changes in perspective for working with reading in elementary schools, challenges for students as well as for teachers. This article proposes to reflect on some of these changes that the school has been going through in terms of working with reading, taking into account teacher training - initial and continuing. Through a qualitative research, at first theoretical considerations are made about the concepts of reading and reading strategies (Chartier, 2009; Solé, 1998; Kleiman, 2005); on studies about reading in digital environments (Coscarelli, 2016), in addition to discursive competence from the perspective of Maingueneau (2008), in addition to issues related to interdiscourse (Maingueneau, 2015). Interaction is also approached, according to Silva (2001, 2010), since we consider reading as an interactive process between subjects and text. In the second part of the article, an analysis of a questionnaire applied to three Portuguese-speaking elementary school teachers is presented, in order to verify their view of the possible interfaces between reading, reading strategies and new digital technologies. From what has been analyzed, the respondents do not see themselves fully prepared to work with reading using the tools offered by the digital world, either due to lack of school incentives or due to the absence of this preparation in initial training, although they are aware of the importance that these digital technologies have assumed in everyday social life.