O USO DAS REDES SOCIAIS NO ENSINO DA LÍNGUA MATERNA

Abstract

The forms of access to information have diversified considerably, in recent years, with the use of Information and Communication Technologies (ICTs). The current generation student does not recognize himself as a subject of the traditional school, becoming a challenge to education. Faced with the aspirations of this "information society" (CASTELLS, 2000), the school needs to develop the student's critical and analytical thinking, in addition to rethinking the teaching-learning process. In view of this scenario, the use of ICTs, as learning tools, has become a major challenge for teachers. Based on this assumption, this article aims to reflect on the use of social networks as a mother tongue teaching strategy. It is a bibliographic research, of qualitative nature. The study developed in this work is theoretically based on: Castells (2000); Freire (1986, 1987); Kleiman (1995, 1998); Lévy (2008); Silva (2003); Silva (2014); Soares (1998, 2002); Xavier (2005,2011), among others. Based on theoretical reflections, it can be said that the use of social networks in the classroom promotes the development of pleasant reading and writing activities for students, in addition to contributing to the teaching-learning process of the mother tongue.