Experiência de monitoria remota: uma análise sobre o letramento digital

Abstract

This work aims to report the experiences of a monitorship of the curricular component Academic Reading and Writing, for Undergraduate Portuguese Language and Literature - Teaching Major and Undergra-duate Music - Teaching Major through the emergency remote supplementary teaching semester (2020.3) on Federal University of Pernambuco (UFPE), from August to November of 2020, due to the COVID-19 pandemic. This study focuses on the technological tools used by the students to produce texts and their engagement with the new genres, especially digital ones, during the remote teaching semester. The methodology makes use of an on-line form set up with objective and subjective questions regarding the students’ experience in the course of the synchronous and asynchronous classes and about the intervention of the monitors throughout the remote activities’ adaptation process. In accordance with Antunes (2009), Araújo (2006; 2010), Freire (1996), Marcus-chi (2008; 2010), Ribeiro (2009; 2019; 2020), Rojo e Moura (2012) e Xavier (2002), this work attends to analyze the students’ answers reflecting about the technological and digital tools’ impact in relation to the academic writing. By this analysis, it was possible to observe that, though the students are considered digital natives, they presented many difficulties to use technologies during the curricular component. Nonetheless, during the classes, the practice makes the usage easier enabling the digital literacy and the immersion on unknown digital genres by the undergraduate students.