PRÁTICAS DE LEITURA E LETRAMENTOS DIGITAIS DE CRIANÇAS E ADOLESCENTES NA PANDEMIA DO COVID-19


PRÁCTICAS DE LECTURA Y CARTAS DIGITALES DE NIÑOS Y ADOLESCENTES EN LA PANDEMIA COVID-19


READING PRACTICES AND DIGITAL LITERACY OF CHILDREN AND TEENAGERS IN THE COVID-19 PANDEMIC


Ana Paula SANTANA1

Lais DONIDA2


RESUMO: O cenário pandêmico atual revelou-se como um momento oportuno para se (re)pensar as implicações de práticas de leitura realizadas, principalmente, no suporte digital. Dessa forma, o objetivo desse artigo é analisar as práticas de leituras e letramentos digitais de crianças e adolescentes durante a pandemia do COVID-19. Os delineamentos metodológicos envolveram uma pesquisa com 30 participantes, entre sete e 17 anos, e seus familiares, por meio de um questionário semiestruturado on-line. Os resultados apontam que as práticas de letramentos digitais voltam-se principalmente a jogos, aulas on-line e utilização de redes sociais. A leitura de livros digitais não tem sido uma prática recorrente nas famílias, assim como assistir filmes legendados. Dessa forma, observa-se que o atual momento enfatiza contextos que evocam um determinado uso das Tecnologias Digitais de Informação e Comunicação (TDIC), em que as práticas existentes antes da pandemia tornaram-se mais intensivas e promoveram mudanças não apenas no suporte de leitura, mas nas formas de transmissão cultural.


PALAVRAS-CHAVE: TDIC. Aprendizagem. Letramento. Pandemia.


RESUMEN: El actual escenario pandémico resultó ser un momento oportuno para pensar las implicaciones de las prácticas lectoras realizadas, principalmente en soporte digital. Así, el objetivo de este artículo es analizar las prácticas de lectura y alfabetización digital de niños y adolescentes durante la pandemia COVID-19. Los diseños metodológicos involucraron una encuesta a 30 participantes, entre siete y 17 años, y sus familias, a través de un cuestionario online semiestructurado. Los resultados muestran que las prácticas de alfabetización digital se centran principalmente en los juegos, las clases en línea y el uso de las redes sociales. La lectura de libros digitales no ha sido una práctica recurrente en las familias, así como la visualización de películas subtituladas. Así, se observa que el momento actual enfatiza contextos que evocan un cierto uso del TDIC, en el que las prácticas existentes antes de la



1 Universidade Federal de Santa Catarina (UFSC), Florianópolis – SC – Brasil. Fonoaudióloga. Docente do Curso de Fonoaudiologia e da Pós-Graduação em Linguística. Mestre e Doutora em Linguística (UNICAMP). ORCID: https://orcid.org/0000-0002-9508-9866. E-mail: anaposantana@hotmail.com

2 Universidade Federal de Santa Catarina (UFSC), Florianópolis – SC – Brasil. Fonoaudióloga. Mestre e doutoranda em Linguística (UFSC). Especialista em Educação Inclusiva (UDESC). Centro de Comunicação e Expressão. ORCID: https://orcid.org/0000-0003-3508-7030. E-mail: lais.donida@gmail.com


pandemia se convirtieron en pretextos para (re) pensar la lectura y la mediación de los escolares a través de la alfabetización digital.


PALAVRAS-CLAVE: TDIC. Aprendizaje. Alfabetización. Pandemia.


ABSTRACT: The current pandemic scenario promoted an opportune moment to think the implications of reading practices carried out, mainly, in digital support. This paper´s objective is to analyze the practices of reading and digital literacy of children and teenagers during the COVID-19 pandemic. The methodology was to interview children and youth (between 7 and 17 years old) and their parents through a semi-structured online questionnaire. The results indicate that digital literacy practices are mainly focused on games, online classes, and the use of social networks. Reading digital books has not been a recurrent practice in families, as well as watching subtitled movies. Thus, it is observed that the current moment emphasizes contexts that evoke a certain use of TDIC, where practices prior to the pandemic have become more intensive and have promoted changes not only in reading support, but in forms of cultural transmission.


KEYWORDS: TDIC. Learning. Literacy. Pandemic.


Introdução


As transformações tecnológicas não são um fenômeno recente, elas já se fazem presentes nas sociedades modernas desde o século passado, a partir do surgimento das chamadas Tecnologias de Informação e Comunicação (TIC). Atualmente, o termo TIC foi expandido para Tecnologias Digitais da Informação e Comunicação (TDIC), que passou a incluir computadores, tablets, smartphones e qualquer dispositivo que permita o acesso à Internet.

Nesse cenário, surge o conceito de eCultura, que se refere ao desenvolvimento tecnológico, à criação de redes de transmissão de dados de alta velocidade, com novas dimensões e abrangências nas práticas sociais cotidianas em nossa sociedade, garantindo a inovação nos meios de comunicação, nas práticas de letramentos, nas técnicas, nas práticas e nas atitudes, modos de pensamentos e valores que se desenvolvem juntamente com o crescimento das culturas grafocêntricas pautados nos bens digitais. Nesses espaços, há uma infinidade de práticas que envolvem o uso de TDIC, como o envolvimento de celulares, computadores, Ipods, e-readers, TV digital, virtual chats (VR Chat), redes sociais (Twitter, Facebook, Orkut, Skoob, Instagram, etc), webconferências, softwares, jogos digitais, plataformas de experiências para os usuários (pacotes Google), Kindle, e mais uma infinidade de novas “estruturas” e compreensões de se relacionar com os bens culturais (TEIXEIRA, 2019).


Nesse mesmo contexto, surge um novo termo: o Homo Zappiens, cunhado por Veen e Vrakking (2009) para situar uma geração de pessoas que cresceram utilizando a tecnologia digital. Assim, as práticas sociais também se modificam: os sujeitos fazem várias coisas ao mesmo tempo, lidam com diferentes velocidades de informação, estão sempre apressados, sem paciência, envolvidos por um bombardeio sensorial e excesso de imagens. Nas palavras dos autores:


O Homo zappiens é um processador ativo de informação, resolve problemas de maneira muito hábil, usando estratégias de jogo, e sabe se comunicar muito bem. Sua relação com a escola mudou profundamente, já que as crianças e os adolescentes Homo zappiens consideram a escola apenas um dos pontos de interesse em suas vidas. Muito mais importante para elas são suas redes de amigos, seus trabalhos de meio-turno e os encontros de final de semana. O Homo zappiens parece considerar as escolas instituições que não estão conectadas ao seu mundo, como algo mais ou menos irrelevante no que diz respeito à sua vida cotidiana. Dentro das escolas, o Homo zappiens demonstra um comportamento hiperativo e atenção limitada a pequenos intervalos de tempo, o que preocupa tanto pais quanto professores. Mas o Homo zappiens quer estar no controle daquilo com que se envolve e não tem paciência para ouvir um professor explicar o mundo de acordo com suas próprias convicções. Na verdade, o Homo zappiens é digital e a escola analógica (VEEN, VRAKKING, 2009, p. 12).


Há, assim, terminologias para a nova geração do mundo digital, tal como mudanças de comportamentos e atitudes principalmente em relação às práticas de leitura. Esse panorama é tecido apenas para que possamos compreender que é nesse cenário que a pandemia coloca em evidência as práticas digitais já existentes, mas pouco enfatizadas nos ambientes sociais. As mídias também passam a ampliar sua representação, agora que se apresentam como a única possibilidade de interação entre familiares e amigos, e como uma forma de aprendizagem que substitui a escola presencial.

A partir do exposto, o objetivo deste artigo é analisar as práticas de leituras e letramentos digitais de crianças e adolescentes durante a pandemia do COVID-19. Para tanto, iremos perpassar a seguir alguns aspectos teóricos relevantes à temática e, na sequência, há a apresentação dos dados e discussão.


TDIC e educação no contexto da pandemia


Inicialmente, torna-se relevante abordar os conceitos de alfabetização e letramentos digitais. A alfabetização digital seria a aprendizagem da leitura e da escrita por meio de equipamentos digitais, envolvendo signos linguísticos, sistemas de linguagem verbal e não-


verbal, além da compreensão do sistema operacional do computador, da área de trabalho, ícones e atalhos. O conceito de letramento digital é definido como práticas sociais de leitura, escrita e oralidade/sinalização que envolvem considerar que tais práticas estão em constantes modificações e dependem dos grupos sociais e da historicidade dos agentes envolvidos. O letramento digital é considerado o estado ou condição que adquirem os sujeitos que se apropriam da nova tecnologia digital. Ser letrado digital inclui, além do conhecimento funcional sobre o uso da tecnologia possibilitada pelo computador, um conhecimento crítico desse uso, ou seja, ter uma postura crítica e discernida diante de um universo de informações aos quais se está exposto diariamente, para organizá-las, aplicá-las, interagindo com o outro e buscando ocupar seu papel de cidadão ativo na sociedade (GARCIA, 2016; DONIDA et al., 2019).

A democratização do acesso às tecnologias permite inserir o sujeito na eCultura, para que consiga exercer um papel ativo e interativo na sociedade por meio do acesso da tecnologia em suas atividades profissionais, cotidianas, educacionais, culturais etc. Para isso, precisa de três elementos básicos: computador, o acesso à rede e o domínio dessas ferramentas (VIZENTIN, 2016). Nesse contexto, a exclusão digital não se refere somente àquele que não tem acesso a essas tecnologias, mas também àqueles que, mesmo tendo acesso a elas, não as domina (CASTELLS, 2003).

Vários debates e discussões realizados pela Organização das Nações Unidas para a Educação, a Ciência e a Cultura (UNESCO), pelo Ministério da Educação (MEC), pelas universidades públicas, em congressos, palestras e simpósios realizados a respeito das TDIC no sistema educacional vêm discutindo e incentivando há tempos políticas públicas no campo da educação. Discussões sobre: mudanças nas dinâmicas de ensino, melhorias no uso das TDIC em sala de aula, formação de professores, conscientização e necessidade de incluir as tecnologias nos currículos escolares e desenvolvimento de habilidades e competências de docentes e discentes para manusear e lidar com os artefatos tecnológicos (PIMENTEL, 2018). Acrescente-se que a Nova Base Nacional Comum Curricular (BNCC) traz em todo o documento referências sobre a importância do trabalho com as TDIC, o protagonismo para a ampliação da cultura digital, as novas formas de interação multimidiática e multimodal e de atuação social em rede. Em suma, devem-se realizar atividades mediadas por diferentes linguagens: verbal (oral ou visuoespacial – como a Libras – e escrita), corporal, visual, sonora

e, contemporaneamente, digital (BRASIL, 2017).

Essa discussão é extremamente importante, pois pesquisas apontam que os professores não tinham o hábito de utilizar tecnologias digitais diversas nas aulas. Além disso, havia entre os docentes o sentimento de desatualização quanto às tecnologias da informação e comunicação


e esperavam que a escola pudesse contribuir mais para esse conhecimento (SCHUHMACHER; FILHO, 2017).

Sabe-se, ainda, que muitos estudantes, apesar de serem intitulados “nativos digitais”, não sabem lidar com todo o potencial que as novas tecnologias oferecem. Assim, os escolares não poderiam ser considerados letrados digitalmente, mas se encontrariam em um processo de alfabetização digital, em que a escola seria a principal instituição promotora de práticas de letramentos digitais e de leituras no suporte digital (GARCIA, 2016).

Os familiares dos estudantes, por sua vez, seriam o que se convenciona chamar de analfabetos digitais ou imigrantes digitais, pois ainda possuem muitas dificuldades na realização de práticas de letramentos e de leitura digitais. A despeito disso, durante a pandemia, o papel da família foi ressaltado nas diretrizes do governo para o auxílio nas atividades virtuais (BRASIL, 2020), da seguinte forma:



From the above, we see that the pandemic calls on students, teachers, and families to modify their literacy practices in the face of the new context that presents itself: the school on digital screens.


Methodological outlines


The methodological paths traced for this research evidence a quali-quantitative study of descriptive type. Thirty children and adolescents (between seven and 17 years old) and their families participated. Of these, 21 studied in private schools and nine in public schools. The invitation to participate in the research was made through digital media in an open and


random way, without specific direction, in the personal contact groups of the researchers themselves.

For data collection, we prepared a semi-structured questionnaire involving questions related to literacy practices and digital readings of family members and children and adolescents. For this article, a cut of the data collected was carried out. The questionnaire was prepared and made available for access through Google Forms.

The analyses involved a prior categorization of the data based on content analysis (BARDIN, 2011). All subjects signed the TCLE4 that was approved by the Ethics Committee No. 33715420.7.0000.0121.


Results and discussions


The categorization of the data for analysis from the cut made for this article evidenced two groups of discussions around the theme: i. Digital literacy practices performed by children and adolescents during the pandemic; ii. Reports from family members about the use of DICT by children and adolescents.


Literacy practices and digital readings performed by children and adolescents during the pandemic


The two charts below describe, in general, the main activities performed by the research participants. In Chart 1, one can observe that the five most common practices performed by the children and adolescents in the survey are related to the access and consumption of video streaming platforms, followed by streaming platforms for movies and series, access to school content, games, and music.


4 Informed Consent Form.

Chart 1 – Digital literacy practices performed by the participants


Source: Research data


The streaming video platform mentioned was Youtube. Regarding the games mentioned by the participants are: PK XD, Minecraft, Jurassic World, Among Us, Dino Hunter, Deadly Shores Hitman, The Battle of Polytopia, Rodeo Stampede, Clear Vision 4, World War Polygonal, Star Wars Commander, Free Fire, Mine Word, Roblox, Avakin Life, Brawl Stars, Subway Surf. Among the platforms for streaming movies and series, one can mention Netflix, HBO, DisneyPlus, GloboPlay.

In addition to these practices, children and adolescents mentioned making use of DICT to access school content shared during the pandemic and, as can be seen in Chart 2, below, school activities involved online exercises, reading texts in digital support, discussions in chats and online forums, access to websites for research, consumption of news and blogs.


Chart 2 – School practices using DICT during the pandemic


School exercises

Blogs

News

Reading of texts sent by the teacher

Source: Research data


In addition, the reading practices involving the school were investigated, which turned mainly to school exercises and readings of texts shared by the teacher, which became predominantly via the Internet (computer, cell phone or tablet).

Another aspect observed was that 63% of the participants stated that they do not read books that are not related to the class, that is, reading is done as an academic obligation. In contrast to the expansion of the use of DICT to access school practices, the digital reading of books, comic books or comics for pleasure or leisure did not seem to be a recurring practice, being referenced by only 36.7% of the participants. Of these digital readings, the following were cited as examples: audiobooks, comics (such as Turma da Mônica), children's stories, anime (Gacha Life), short stories (Mystery in Venice), Instagram strips, and fanfics.

It can be seen that although there is a change in preferences from reading in physical support (printed books) to reading practices in digital support, there is not yet a replacement of such practices by digital books. As an example, we can emphasize that the Kindle was not mentioned as a platform to access books, not even the search for PDFs directly on Google. However, it is reiterated that the cost of the Kindle and the purchase of e-books or e-pubs may influence the mention of this type of practice.

This leads us to question the various factors that influence access to and consumption of cultural goods, such as the impact of the media, indications, family mediation, social inequalities regarding access to education and culture, etc. In any case, there is in sight an interesting field of research to investigate the choices and transmission of certain cultural

Chat for teacher- student discussion

Websites for research


goods, certain digital practices, and digital readings in families, among children and young people, and at school.

Another aspect evidenced was the preference for reading comics reported by children and adolescents, as shown in chart 3 below:


Chart 3 – Readings performed by the participants through the DTIC


Source: Research data


Comics are stories with narrative structure, direct texts with balloons and captions, and visual semiosis. Comics are very varied and involve texts for all ages. The choice for this genre is also related to the multisemiotic and multimedia possibilities that can favor reading comprehension. Thus, there seems to be, in the group participating in the research, intensive reading practices of certain genres (Comics, such as Turma da Mônica, and novels, such as Diary of a Banana, cited among the works).

This decrease in reading practices has already been reported by some authors. Wolff (2019), for example, points out that, in the case of the new generation of readers, there are significant differences in brain processing, with a much shorter attention span, called by the author "grasshopper attention", always jumping, moving from one thing to another at a much faster speed than we are used to. There are also difficulties in understanding more complex syntactic structures, because new readers read little, and the reading done is more informative and closer to orality. As literatures are genres little chosen by young people, there are still


difficulties related to imagination and empathy, which has been provided by reading literary genres. However, it should be noted that the changes in reading practices underway reflect modifications arising from an ongoing sociocultural transformation, and further research is needed to understand how new practices and uses of DICTs influence social transformations.


Reports from family members about the use of DICT by children and adolescents


Family members have played an important role in the transmission of cultural capital and the insertion of sons and daughters in graphocentric societies for a long time. However, in recent decades, significant changes in family dynamics have been observed. If, on the one hand, families are still - or were - responsible for controlling and maintaining the access of children and adolescents to technologies, on the other hand, digital literacies - which are many and constantly changing - put in check the role of the family as transmitter of new knowledge (BARRETO, 2005; PONTE, 2011).

Below there is information about the time of use of DICT according to the family members of the children and adolescents participating in the research:


Chart 4 – Time of use of DICT by children and adolescents, according to family members


12 hours


Indefinite time


8 hours


4 hours



Source: Research data


The challenge of the practices and uses of DICT in young people has been the subject of debate, especially regarding the effects of access to eCulture. On one hand, there is the emphasis on the possibilities that would be added to the teaching and learning processes, with new forms of virtual contact in a globalized world, reducing distances and sharing knowledge. On the other hand, there are movements that criticize the access to digital media, with research that highlights the excesses to screens as a major current problem and cause of psychiatric diagnoses (WOLFF, 2019).

It is in this sense that the theme "electronic intoxication" has already been widely discussed in recent years. Baptista and Jerusalinsly (2017) present the term "electronic pacifier," coined with the intention of signifying dependence on the use of electronic devices (tablets and cell phones). The authors refer that this dependence implies several symptoms: experience of absence of self; apathy; food selectivity; sleep difficulties; social restriction; reduction of the interest spectrum; obesity; feeling that the child has lost its ability to be with others; selective reduction of the ability to affect itself with the other (relationship disorder); belief that the other is always available; difficulties in reading text instead of images; difficulty in waiting, having to listen and accept the other's arguments.

Furthermore, the Brazilian Society of Pediatrics (SBP), in 2020, pointed out the importance of media literacy and parental mediation regarding the exposure of children and youth to screens. Among the recommendations are: avoid exposure of children under two years of age to screens, even passively; limit screen time to a maximum of one hour a day, always under supervision, for children aged two to five years; limit screen time to a maximum of one or two hours a day, always under supervision, for children aged six to 10 years; limit screen and video game time to two or three hours a day, always under supervision; never "stay up all night" playing for adolescents aged 11 to 18 years; for all ages no screens during meals and disconnect one to two hours before bedtime.

The discussion among the medical community about gaming disorders has already been defined by the World Health Organization (WHO) and even has a diagnosis, the ICD 6C51: "Persistent or recurrent pattern of gaming behavior ('digital games' or 'video games'), which may be online (i.e., over the Internet) or offline [...]" (PSYCHIATRY ONLINE BRAZIL, 2018, online).

The concern with addiction to digital gaming practices has made parents apprehensive and demanded their even greater participation in the dynamics of studying school tasks. Pontes (2011) points out changes in family dynamics regarding the role of mothers in the mediation of school tasks, including the mediation of tasks involving DICT. As shown below


in Chart 5, family members - and in the case of this research, primarily mothers - report being able to help their sons and daughters in school activities during the pandemic.


Chart 5 – Family members' and sons' and daughters' perception of support in school assignments


Yes No


Children who ask their parents for help


Parents who are able to help their children



Source: Research data


However, despite the mothers mentioning that they help their sons and daughters, the mediations in the activities are different and still reveal a situation of restricted digital literacy, as can be seen in the reports that follow in Table 1 below:


Table 1 – Examples of help with school assignments



Help cited by family members (mothers)


Help cited by sons and daughters


Supervising assignments sent by the school/Helping with all assignments/Clearing up doubts


She reads and I make the answers

My mother guides me in my activities


Opening "online student"/Printing school activities/ Search help

Help with a math account


Watching the classes (instructional videos) together and discussing the subject

Guide me on how to do the activity, access content


Preparation of work and text production/Assistance with tests


My mom helps me with my research and assignments Help to review exam content

Interpreting teachers' questions/helping to ask them/Explaining meaning of words


My brother explains the questions to me My mother helps me with the readings

Helps you understand what the teacher asks you to do

Source: Research data


The mother figure and the older siblings are the ones most often called upon by the students for help with the activities. The help is of various kinds: technical aspects (opening classes, printing); didactic aspects (explanation of content, help with tests); linguistic aspects (reading and interpretation of text). However, no difficulties with digital media or even difficulties with search engines were mentioned (e.g., knowledge of the difference between sites that produce fake news and reliable sites). Despite this, Pontes (2011) reflects that it is necessary to better analyze the digital practices of mothers involved in the activities of support, mediation and cultural transmission to their sons and daughters, since the practices and uses of ICTs would be located only in the professional sphere, thus lacking digital literacy practices located in the interaction context of their sons and daughters.

The pandemic promotes, thus, an increase in digital literacy practices that have little legitimacy for the students and consequently for the family members themselves, who must mediate new situations for which they are not prepared. There is a need here for a mediation between the DTIC, school, leisure (the new forms of entertainment at home offered by the DTIC) and the new interactions on the digital screen. In the words of Pontes (2011, p. 46, our translation), which corroborates with the data found in the present research,


Among the adolescents who use the Internet presented here, we can distinguish a mostly private use, linked to "schoolwork," communication with friends, and entertainment, in a contrast between cultures (school, leisure) that insist on disconnecting, with no apparent transference from one to the other.


In addition, family members point out the advantages and disadvantages of the use of DICT that they observe in their daily lives. You can see the answers in Table 2 below:


Table 2 – Advantages and disadvantages of the use of DICT by family members


Advantages

Disadvantages

Access to school/Distance learning/ Increased interest in typing instead of writing

All gaming and no learning/ Prefer media to reading/Time wasted, don't like to read books

Information and technical knowledge/research

Too much information/Difficulties to perform school

activities

Leisure and Entertainment (listening to music, listening to stories)

Sedentary lifestyle/Physical apathy/Dismisses pleasures of being a child (playing, drawing, talking, imagining)

Interaction with friends and family

Lack of interaction/breakdown of the affective human

relationship/ Disconnecting from the real world

Improved focus of attention

Difficulty managing time/Don't know when to stop/Gaming addiction

Autonomy

Access things that do not add value

Source: Research data


The reports show that parents recognize the advances and advantages offered by DICT, especially in times of pandemic (possibility of attending class, seeing family and friends on screens, increasing knowledge and research and knowledge). However, one still sees a negative impact coming from the quantity and quality of use of DTIC, with consequences for children's behavior and, consequently, for reading and learning practices. Thus, the reports evidence these changes in behavior and social practices ("no longer plays games", "less interaction", "lost the habit of reading"). In this case, we see that the cultural transmission of such practices was carried out between the peer group itself and the consumer industry.

It must be taken into consideration that most of the participating families are from private schools, so they have greater possibilities of having access to digital media and internet. The financial aspect has implications for the access to such practices (latest generation computer and smartphone, unlimited internet access, individual digital media, acquisition of electronic games, among others). These social inequalities in the use of ICT directly affect the practices of use (PONTES, 2011).

From the discussions undertaken, it is observed that there are possibilities and challenges to be balanced regarding the use of DICT, especially in the family and school context in the current pandemic period. If, on the one hand, there are numerous benefits that have been pointed out for some time, such as the democratization of access to cultural goods, to knowledge, the reduction of distance between people, the sharing of information, and the accessibility of people who were previously socially excluded, there are also, on the other hand, negative aspects that need to be considered. Among the obstacles to the use of DTIC and the promotion of digital literacy practices, one must consider the inequalities in access to technologies, the social changes that were already underway, such as the excessive exposure of children and young people to screens and without the mediation of activities, even causing significant difficulties that influence teaching and school learning.


Final considerations


This paper sought to analyze the reading and digital literacy practices of children and adolescents during the COVID-19 pandemic. It is important to note that this research cannot be generalized, because it is a very small group. However, it already points to some aspects that can be explored and discussed from the current context in future research.


From the above, it is observed that there is a modification in social practices regarding behaviors, leisure, reading, learning and social interactions. The pandemic highlights contexts that evoke a certain knowledge about the use of DICT: teacher training, student learning, family mediation. The main fact is that it is not only a matter of "using" computers and cell phones, but of making these users critical people who are aware of the quality and quantity of the interactions they participate in through DICT.

It is evident that the current moment emphasizes contexts that evoke a certain use of DICTs, in which the practices that existed before the pandemic became more intensive and promoted changes not only in the reading support, but in the forms of cultural transmission. Within family environments, changes are enunciated not only in the role of mothers in the mediation of knowledge for their sons and daughters, but also emphasizes, for the first time, a transmission that comes from outside the family: coming from the interaction and mediation with other users on social media. This article points to the need for further studies on these changes to better understand the relationship between school, family, and student in their insertion into the digital culture.


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How to reference this article


SANTANA, A. P.; DONIDA, L. Reading practices and digital literacy of children and teenagers in the COVID-19 pandemic. Revista @mbienteeducação, São Paulo, v. 14, n. 2, p. 383-398, maio/ago. 2021. e-ISSN: 1982-8632. DOI:

https://doi.org/10.26843/v14.n2.2021.1129.p384-399


Submitted: 10/03/2021 Required revisions: 20/05/2021 Approved: 10/07/2021 Published: 01/08/2021


Responsible for the translation: Editora Ibero-Americana de Educação.

English version by: Alexander Vinicius Leite da Silva - ORCID: https://orcid.org/0000- 0002-4672-8799.