TEACHING PRACTICE IN INTER-RELATIONSHIP OF LITERACIES ALPHABETIC AND DIGITAL IN CYBERSPACE

The intervention research presented here aimed to reduce the distance between teachers and information technologies and communication, interacting with genres in cyberspace. Used a methodology that involved interviews with teachers, teaching workshops in a continuing education course. Thus observed results presented in the writings of teachers, such as changes in ways of understanding the computer and other digital tools in the pedagogical appropriating genres involving alphabetic and digital literacies. Currently the digital genres are widely used in initial and continuing educators need the digital inclusion of teachers with activities in cyberspace. The theoretical framework that guided this work comes from the historical and social interactionist perspective of language advocated by Bakhtin / Voloshinov (1992/2003/2006) Xavier (2002) and Pierre Levy (1996/1999) that allowed us to understand the cognitive processes and subjective potentiated operate in the subjects with different genres in cyberspace.