Questões de Concurso

According to Rojo (2009), literacy involves social practices of reading and writing that are historically and culturally situated. Thus, it is understood as a set of practices that enables individuals to effectively participate in society by interpreting and producing texts in various social contexts. Additionally, the Base Nacional Comum Curricular (BNCC) defines multiliteracies as the practices of reading and producing texts that are constructed through different languages or semioses.

According to Rojo (2009), literacy involves social practices of reading and writing that are historically and culturally situated. Thus, it is understood as a set of practices that enables individuals to effectively participate in society by interpreting and producing texts in various social contexts. Additionally, the Base Nacional Comum Curricular (BNCC) defines multiliteracies as the practices of reading and producing texts that are constructed through different languages or semioses.

During a 9th-grade English class, the teacher designs a lesson around the theme Local Heroes. The students begin by watching a short subtitled documentary about Mestre João, a capoeira master who offers free classes to children in the school’s neighborhood. Working in groups, they then create posters and voice recordings in English to present other individuals they know who make a difference in their community. Some students choose sports figures, others highlight musicians or teachers. In order to support the lesson, the teacher prepares a didactic sequence that incorporates elements of digital literacy. Throughout the activities, she encourages students to express themselves meaningfully in English, prioritizing authentic communication and social relevance over grammatical perfection and form-focused drills.

During a 9th-grade English class, the teacher designs a lesson around the theme Local Heroes. The students begin by watching a short subtitled documentary about Mestre João, a capoeira master who offers free classes to children in the school’s neighborhood. Working in groups, they then create posters and voice recordings in English to present other individuals they know who make a difference in their community. Some students choose sports figures, others highlight musicians or teachers. In order to support the lesson, the teacher prepares a didactic sequence that incorporates elements of digital literacy. Throughout the activities, she encourages students to express themselves meaningfully in English, prioritizing authentic communication and social relevance over grammatical perfection and form-focused drills.

One could imagine that using digital tools was an additional learning experience for the students in itself. Recent literature has also shown that being able to recognize what can be improved requires being trained to do so. As such, students watching themselves on video could not yield possible improvements that could be made, because noticing them also requires a learning process. It could also be hypothesized that compared to university students, elementary school students are less able to seize the benefit of video recording as a peer and self-evaluation tool. In addition, they had to manage their image, which was an extra effort as well, due to intimidation and possible lack of confidence in front of the camera, although students may have a positive attitude toward videos. One could therefore claim, but obviously without being certain, that a related form of learning took place: the management of technologies for learning, and the management of one’s image.

BOBKINA, J.; DOMÍNGUEZ ROMERO, E. The Role of Video Technology in Supporting Young Learners’

Oral Skills in English as Foreign Language Classrooms. Computers and Education, 2023.