Digital Literature Presentation: hyperlinking literature to digital technologies in highschool

Abstract

Theories about the use of projects in the construction of knowledge (HERNÁNDEZ, 1998, PRADO, 2005), and the relationship between education and technology (MORAN, 2014; ROJO; MOITA LOPES, 2004), may be proposed for the didactic work and the new challenges that the use of digital technologies of information and communication (DTIC) brings to the educational reality nowadays. Thus, this article aims to analyze the relationship between technological literacy and learning of literature formal curricula, developed for some Portuguese Language classes and its literature subjects, in a public highschool, based on an educational project involving the DTIC. The choice of that discipline should be the relationship between technological literacy and the use of language code in its various interactive languages, with respect to current digital technologies (LÉVY, 2000; SILVA, 2012). It is therefore a qualitative research (ANDRÉ, 2005) and the method is the ‘research-intervention’ (MACIEL; SILVA, 2015). The data collected and analyzed were based on participant observation (MOREIRA, 2004) and autobiographical narratives (CHIZZOTTI 2011; CASTRO, 2014) written by students present during development of the project. Data analysis showed that the learning of literature content and technological literacy of students occurred in an integrated and simultaneous way to that ones who worked as a group according to the project. Also pointed out that teaching strategies linked to proper use of DTIC are effective when mediated relationships are favored collaboratively by the web and the active attendees (MASETTO, 2013; SILVA, 2012).