O Protagonism in networks and autonomous learning

Abstract

Using bibliographic and comparative methodologies, this article aims to discuss the reader’s new status, relating it to the main characteristics of the online universe and the school context, which today must respond to the demands of cybertextuality by understanding the concept of literacy from a broader perspective. Over the last 30 years, the Internet has achieved a fundamental role, solidifying as a largely democratic space, which guarantees not only access, but also protagonism. As a result, it is demonstrated that, in addition to reading and interpreting words, sounds and images, the reader is encouraged to produce, edit and even criticize them. Thus, it is concluded that digital technology, by offering full access to knowledge, demands a new positioning of the school and the teacher: both must guide the search, selection and management of information. As for the theoretical basis, the reflections of some authors stand out, such as Lucia Santaella, Magda Soares, Luiz Antônio Marcuschi, Flora Süssekind, Hans Ulrich Gumbrecht, among others.