Resumo

MOYA, Paula Tamyris; ARRAIS, Luciana Figueiredo Lacanallo  e  LUCAS, Maria Angélica Olivo Francisco. Alphabetization and Literacy: A Discussion about Digital Textual Genres. Estud. pesqui. psicol. [online]. 2021, vol.21, n.spe, pp. 1751-1768. ISSN 1808-4281.  http://dx.doi.org/10.12957/epp.2021.64044.

This article aims to discuss contributions of the use of digital textual genres in the literacy and initial reading instruction process. In situations experienced in the classroom, it is remarkable that new technologies bring great motivation to students. Such observations show the possibility of using technological tools as didactic resources that enhance the initial reading instruction and literacy process. Therefore, we question: can digital text genres promote written language learning at the beginning of the schooling process? To answer this question, we look for a basis in Historical-Cultural Theory and in Bakthin´s theory principles. Initially, we analyze the role of the teacher in the process of teaching and learning written language. Next, we discuss the processes of initial reading instruction and literacy. Later, we present some reflections on the possibility of digital discursive genres promoting such processes. We hope that such reflections will help the reader to think about the organization of written language teaching, seeking to ensure to all students the appropriation of this knowledge, a condition for full development.

Palavras-chave : literacy; initial reading instruction; written language; digital textual genres.

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