Do impresso ao digital: práticas de leitura dos discentes de letras no ensino remoto.

Abstract

The history of reading records several moments of “reading revolutions”, a practice affected, among other aspects, by the development of reproduction techniques and circulation of writings, as demonstrated by Chartier (1999) and Darnton (2010). However, we have recently experienced a unique and atypical moment in this relationship, which usually develops gradually over time, but which, due to the Covid-19 pandemic, has been drastically intensified. Given this context, the question that motivated this work was: how did the adoption of remote teaching interfere with the reading practices of students (UEPB/Campus VI)? We therefore tried to think about: what, how, where and why students read, observing this data in a comparison between two different moments – before and after the onset of remote teaching. The objective of this work was, therefore, to investigate how the adoption of teaching in a remote format interfered with the reading practices adopted by students. To this end, questionnaires were administered, using Google Forms, with discursive questions related to students' reading practices, carried out before and during this period.