Novos letramentos na cultura digital: o padlet como objeto digital de aprendizagem na escrita colaborativa em aulas de língua portuguesa.

Abstract

Digital culture provides new tools for teaching and learning. Thus, this research aims to investigate the new literacies in the Padlet as a tool for collaborative writing of the editorial genre in Portuguese language classes. It is based on Lankshear and Knobel (2006, 2007) and Takaki and Santana (2014), about new literacies; Kenski (2018), about digital culture; Lowry, Curtis and Lowry (2004) and Pinheiro (2011), about collaborative writing; and Buckingham (2010), about education in digital culture. Methodologically, it incorporated a qualitative-quantitative approach, field and applied research. The method used to generate data was participant research and the technique was participant observation. The research took place in a 9th grade class and the corpus consisted of editorials produced by the 20 participants, notes on observation sheets and answers to a questionnaire provided by them. The results show that Padlet has new literacies features, helping in the development of the text and contributing to argumentative understanding, as well as in the search for correct spelling, innovation and comprehension of content in the collaborative writing of the editorial in Portuguese classes in elementary school. The conclusion is that Padlet enables cooperation, participation and distribution in collaborative writing in Portuguese classes in the digital culture.