The educational institution and the academic literacy with digital technologies: Between dominant and vernacular practices

Authors

  • Marilene Assis Mendes Universidade Regional de Blumenau - FURB; Instituto Federal do Ceará - IFCE
  • Adriana Fischer Universidade Regional de Blumenau - FURB

Abstract

This work aims at analyzing the relationships between vernacular and dominant literacy practices with digital technologies developed by students of a technological graduation course. It is a part of a larger (2016-2017) qualitative approach with an ethnographic perspective. The theoretical contributions include the New Literacy Studies and research on digital technologies and education. The data show that the educational institution is the main internet access point for many students and that it develops literacy practices with dominant and vernacular digital technologies. This finding suggests that the institution can add elements to the teaching and learning processes if it chooses to include and recognize vernacular literacy practices with digital technologies that are closer to the students’ reality.

Keywords: literacy studies, higher education, digital literacies, vernacular literacies.

Author Biographies

Marilene Assis Mendes, Universidade Regional de Blumenau - FURB; Instituto Federal do Ceará - IFCE

Mestre em Educação pela Universidade Regional de Blumenau - FURB. Ocupa o cargo de Técnico em Assuntos Educacionais no IFCE. Especialista em Educação a Distância: Fundamentos e Ferramentas (2015), e em Metodologias para o Ensino de Língua Portuguesa e Literatura Brasileira (2008), pela UECE. Pesquisa os seguintes temas: letramentos acadêmicos, tecnologias digitais, multimodalidade, docência para o ensino superior.

Adriana Fischer, Universidade Regional de Blumenau - FURB

Doutora (2007) e Mestre (2001) em Linguística pela UFSC. Docente do Departamento de Letras e do Mestrado em Educação da FURB – Blumenau. Foi Investigadora Auxiliar no Centro de Investigação em Educação (CIEd) da Universidade do Minho, Braga – Portugal (2009-2011). Pesquisa os seguintes temas: ensino superior e letramentos, formação de professores de língua portuguesa, ensino e aprendizagem de gêneros discursivos.

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Published

2018-12-30

How to Cite

Mendes, M. A., & Fischer, A. (2018). The educational institution and the academic literacy with digital technologies: Between dominant and vernacular practices. Calidoscópio, 16(3), 506–517. Retrieved from https://www.revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2018.163.14

Issue

Vol. 16 No. 3 (2018): September/December

Section

Articles

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