V. Nascimento1, W. Castelo Branco2

1Escola Manoel Domingos de Melo (BRAZIL)
2CESAR – Centro de Estudos Avançados do Recife (BRAZIL)
This paper refers to a research about a digital literacy experience at a school in a rural community. Access to digital devices by children has accentuated the distance from digital literacy in the community.

In this research, we started with the following problem: how to generate new models of digital literacy that take into account the valuation of community knowledge, in order to help reduce this gap? It is an action research carried out with 25 students of 4th grade of elementary school, in a perspective of digital literacy as social practices produced in interaction with the community and mediated by digital technologies.

The community of Oiteiro, where the school is located, is composed of approximately 1,000 people who have family farming as their main source of subsistence. From 2016 the School became one of the Schools with the highest connectivity in Brazil. From the 3rd grade of elementary school each child receives a tablet with 4G connectivity and stays as owner until the completion of elementary school or be transferred to other School.

The research was realized in five moments from the rescue of the history of the community through semi-structured interviews, photographs, filming and in a literacy approach comes the production of a documentary about the community. The experiences were recorded by the students themselves in a process of registration, reflection and dialogue with the community.

The activities built in a collaborative way with the students and the participation of the community enabled the mastery of techniques and skills to access, interact, process and develop a multiplicity of skills in reading the most varied media and the most diverse textual genres. The construction of narratives about local history, through the oral history of its residents, contributed to the students' knowledge and recognition of their individual and social identity, thus favoring a sense of belonging and interest in their locality. In addition, various social interactions involving the school community and community began to be supported and mediated by digital tools, such as: dialogue for the production of interviews, recordings of the stories of the older residents by teachers and children, rescue in podcasting the life history of each student, dialogue to understand the problems related to working conditions, basic sanitation, transportation, medical care and the origins of the community.

The use of communication tools such as hangout and media productions has contributed to the constant exchange of ideas, increased textual production, reading, communication through audiovisual resources and the collective production of meanings of the context in which they are inserted.