Leitura digital crítica: contribuições analítico-metodológicas

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https://doi.org/10.25267/Hachetetepe.2022.i25.2202

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Artigos
2202
Publicado: 30-06-2022
PlumX

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Este documento analisa experiências didácticas e intervenções desenvolvidas nos últimos anos, cujo objecto de estudo é a leitura digital entendida como um conceito chave que circula através de disciplinas e geografias diversas. A investigação revista apresenta tensões e potencialidades em torno das noções de literacia crítica, competência de leitura e cenários digitais a partir de perspectivas analítico-metódicas. A metodologia aplicada neste artigo baseia-se na análise documental bibliográfica realizada com o software MAXQDA, que permite a recolha de dados e provas em torno de uma série de intersecções. As conclusões provisórias apontam para o facto de que a leitura mediada pela tecnologia como campo de estudo é articulada a partir de formatos sem precedentes de abordagem do conhecimento onde os contextos e objectivos de leitura são multiplicados, incorporando a prática selectiva e fragmentada da leitura como estratégia fundamental de análise. Finalmente, este artigo propõe como futura linha de investigação a análise interdisciplinar e transdisciplinar da leitura. Por este motivo, será necessário alargar os quadros do campo de estudo da alfabetização digital crítica e investigar o potencial de novas comunidades interpretativas, lendo ecossistemas e espaços de socialização.

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López-Andrada, C. (2022). Leitura digital crítica: contribuições analítico-metodológicas. Hachetetepé. Revista Científica De Educação E Comunicação, (25), 2202. https://doi.org/10.25267/Hachetetepe.2022.i25.2202

Biografia do Autor

Concepción López-Andrada, Universidad de Extremadura

Actualmente é professora na área da Didáctica da Língua e Literatura na Faculdade de Formação de Professores da Universidade da Extremadura (UEX). Investigador especializado em educação em leitura, inovação educacional e literacia crítica. Coordenou o Observatório sobre Educação em Leitura, Nova Cidadania e Educação em Leitura Emilia Ferreiro do Centro de Estudos Latino-Americanos sobre Educação Inclusiva (CELEI, Chile) e o Seminário Permanente "Outras Políticas do Olhar: potencialidades emancipatórias do visual".

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