MULTILITERACIES AND DIGITAL CULTURE

a PIBID experience for meaningful learning in elementary education in Petrolina-PE

Abstract

The article reports on the experience of the Institutional Program for Teaching Initiation Scholarships (PIBID) in Elementary Education in Petrolina-PE, focusing on the integration of digital culture, multiliteracies, and the Theory of Meaningful Learning (TAS). The aim is to analyze how these approaches can enrich the teaching-learning process, making it more meaningful. TAS, developed by David Ausubel (Ausubel, 2003), is a cognitive theory that emphasizes the importance of connecting new knowledge with pre-existing cognitive structures, known as "subsumers." The concept of digital culture is explored as an essential context for contemporary education. The Pedagogy of Multiliteracies, proposed by the New London Group (Cazden et al., 1996), highlights the importance of including diverse cultures and multiple languages, such as audio, images, and videos in teaching. Within PIBID, from this perspective, digital didactic materials were developed, such as the game "Syllabic Memory," to work on students' phonological awareness. The game involves identifying pairs of cards with words that share the same initial syllable, promoting reflection on their sounds. The results indicated that the use of digital technologies can make learning more attractive and meaningful by leveraging students' prior knowledge and relating it to the digital world. This approach does not aim at rote learning but promotes the internalization of knowledge, leading to students' intellectual autonomy (Taille et al., 2019). It concludes that the pedagogy of multiliteracies can contribute to a critical and civic education in contemporary society.