O USO DO E-MAIL COMO GÊNERO E COMO AMBIENTE DIGITAL NO ENSINO DE LÍNGUA PORTUGUESA NA PERSPECTIVA DOS MULTILETRAMENTOS
Production. Interaction. Language. Didactic sequence. E-mail.
In view of the need to develop digital literacy in today's society, necessary for the production of texts in virtual environments in various situations of social – personal or professional – interactions, schools must incorporate, through appropriate linguistic practices, the use of digital tools and their semiotic languages in order to prepare students to act in a variety of communication situations. In view of these considerations, the general objective of this study was to develop a proposal for a pedagogic intervention aimed at developing digital literacy through the use of the email genre among students in the final years of elementary school. Dolzs and Scheneuwly's studies on didactic sequence provided the theoretical background for the development of the proposal, which was developed to be used later on (2004). The theoretical framework of our work is based on Marcuschi (2008; 2010), Bakhtin (2020), Koch (2018), and Adam (2008) regarding genre studies; Marcuschi (2008) and Paiva (2010) regarding email as a genre and the digital environment; and Antunes (2010; 2017) regarding the importance of texts in the classroom. In turn, we drew on Coscarelli (2016) and Ribeiro (2018) regarding the use of technologies for learning how to write. Regarding literacy, we mainly turned to Soares (2022), Rojo (2019), Kleiman (2016), and Ribeiro (2017). The study was developed using an exploratory and qualitative research methodology.