THE USE OF THE MOBILE PHONE IN THE CLASSROOM: A PERSPECTIVE OF DIGITAL LETTERING

Abstract

Many students still have difficulty in developing a taste for reading and writing, and one of the possible causes of this problem is the use of methodologies that sometimes do not stimulate the student's interest. With technological development, it is essential to use technologies in the classroom as an aid tool for teachers to improve their methods. The choice of literacy theme, especially digital literacy, is in the possibility of observing how the teacher works through the smartphone in the classroom. Thus, the following research sought to investigate the contributions of the use of smartphones as an instrument for teaching Portuguese in the final years of elementary school. The research was supported by the following theorists Street (2014), Soares (2012), Kleiman (2005), Marchurshi (2010) and Xavier (2011). Therefore, a 9th grade group from the José Basson Elementary School, located in the town of Cocal Piauí, was selected. At the aforementioned educational institution, a qualitative field research was carried out, seeking to observe the possible events and practices of using or not using cell phones in the classroom. After the analysis, it was observed that the teacher, although very competent needs to use the smartphone in some moments in her classes, it was also noted that digital literacy is present in the classroom indirectly from the perspectives of the students, who use the smartphone for other purposes. Thus, it is concluded that combined with the educational process, the smartphone can bring great contributions to learning, in addition to being a tool that can be used as an alternative method of addressing certaincontent in the classroom.