THE RECONSTRUCTION OF LEARNING IN LITERACY: A THEORETICAL ESSAY ON LITERACY, LITERACY SKILLS, AND DIGITAL LITERACY

Abstract

This theoretical essay constitutes a preliminary writing linked to an ongoing master's research in the Postgraduate Program in Education and aims to reflect on how the articulation between literacy, reading literacy, and digital playfulness can ground pedagogical strategies for the remediation of learning of students lagging behind in the literacy process. It is a theoretical essay of qualitative nature and bibliographic-reflective character, structured based on the methodological assumptions of Meneghetti (2011), which defines the genre as an argumentative text, not linked to the empirical testing of hypotheses, but to the construction of an original and grounded interpretation of a problem through critical dialogue between different theoretical references. The theoretical framework articulates three axes: (I) the inseparability between literacy and reading literacy, from the perspective of Magda Soares and Angela Kleiman; (II) playfulness and digital technologies as engagement and emotional security strategies, based on Vygotsky, Kishimoto, and Prensky; and (III) public policies for the remediation of learning, in the light of the Common National Curricular Base (BNCC) and the National Pact for the Remediation of Learning. It is argued that overcoming literacy deficits depends on the intentional articulation between systematic instruction, social use of writing, multiliteracies, and digital playfulness. It is concluded that this theoretical convergence offers relevant subsidies both for academic production on literacy and for the qualification of pedagogical practices aimed at the remediation of learning.