O cartão-postal como recurso didático na Educação de Jovens e Adultos

Abstract

The current work aimed to present and discuss a didactic sequence involving the use of the postcard as a didactic resource, carried out with a group of early years of Youth and Adult Education from a federal public school in Porto Alegre-RS/Brazil. Specifically, the goal of the proposed activities was to develop students’ digital and image literacy. The examined path was organized in two stages: the first took place during the period of remote teaching and the second, already in the return to the face-to-face context. The class that was part of this process was composed of eight students, aged between 25 and 72 years old. The theoretical framework on which the investigation was based were formulations about the concept of literacy, such as those of Magda Soares (2002;2014). The research methodology used was qualitative, inspired by action research. The research material consisted of pedagogical practices, class observations, field diary records and photographs produced by the students. Among the research results, it was possible to identify a greater mastery of skills related to digital and imagery literacy by the group of students, as well as to conjecture that the postcard can be understood as a powerful didactic resource to develop different knowledge in the classroom.