Entre o escrito e o lido, o vivido: o computador como ponte para participação social

Abstract

This paper examined the role of schools in recognizing their students as digital natives susceptible to the influence of technical-semiotical tools on their psychological development. The aims were to analyze possibilities of computer use as a pedagogical tool, reflecting on the repercussions of this instrument for the teaching and student activity, focusing on a situation of pedagogical practice. The data was constructed by a participative and observational study at a public Brazilian primary school. The activity analyzed was a reading unit about a contemporary social fact, based on a collaborative research made by the students, which resulted in a collective text. In this activity, the students were able to place themselves as active subjects of an events of their historical-cultural context, a fact that brought new elements to their cultural development by mobilizing social aspects and technological resources. The analysis of the child cultural development from the Historical-Cultural Psychology allowed to verify significant use of digital networks by children, related to leisure and communication, also observing the distancing from the social facts of their time. Since the use of the computer was pedagogically oriented, the students experienced other modes of operation, redesigning their possibilities of acting in the digital universe.