Abstract:

One of the great challenges for education is dealing with new types of readers. Nowadays, we are facing the ubiquitous reader, that, according to Santaella (2013), is characterized by the unique cognitive readiness to orientate itself with the multimedia resources, without losing control of its presence and its surroundings in the physical space in which it is located. It is the omnipresent reader, from the cyberspace, which makes use of the digital resources available, without losing the connection with the production context of the circulating texts. Following that direction,the present work aims to discuss a teaching-learning experience designed for these new readers, called "ubiquitous". The activity was carried out with future teachers of the courses Letras, Língua Portuguesa, from the Federal University of Rio Grande do Norte, Brazil, in the Educational Technologies curricular component. A WhatsApp group was created with the class members, and all directions were given in the social network itself. The total classtime was 150 minutes, a period in which future teachers should stay connected (online). Therefore, a sequence of nine activities was established, among them the reading of two texts: "Digital natives, digital immigrants" by Marc Presnkyand"Challenges of ubiquity for education", by Lucia Santaella (both available in pdf). The understanding of the texts should be systematized with the posting of an authorial audio, up to three minutes, on the main ideas of the texts. After solving some activities, future teachers should list the main advantages and disadvantages of this digital naive class model. With all activities completed, they could leave the group, which represented the conclusion of the lesson. The data obtained from the experience make it possible to infer that activities developed with a view to the construction of learning evidences,based on methodologies that make use of digital information and communication resources, can enhance the professional development of future teachers and, therefore, contribute to the improvement of basic education.

Keywords:

Differentiated methodologies of teaching, Ubiquitous reader, Professional development of teachers, Digital technologies.