Educação na Era Digital:

Impactos da Tecnologia no Processo de Alfabetização e Letramento na perspectiva dos Multiletramentos

Abstract

This research aimed to analyze the implications of technological society on literacy and reading processes within the framework of digital culture. The study was motivated by the need to understand the social changes brought about by digital technologies, particularly in social interactions and their implications for children's literacy and reading processes, as well as new pedagogical approaches that value the characteristics of the current context. The goal is to contribute to knowledge in the field of educational practices. The theoretical framework was built on studies by Ferreiro (1985), Soares (2011), Vieira and Silvestre (2015), Marcuschi (2008; 2012), and Bakhtin (1986). The methodology adopted in this study follows a qualitative approach (Flick, 2004), utilizing bibliographic research (Gil, 2002). Various sources of knowledge were explored, including books, scientific articles, theses, and dissertations. A systematic search of academic databases was conducted using specific keywords and included relevant primary publications in both Portuguese and English. The analysis of the collected data was carried out using content analysis techniques (Bardin, 2011). It is expected that the results of this research will contribute to expanding discussions on how changes brought about by technologies have impacted children's literacy and reading processes.