O IMPACTO DA TECNOLOGIA NA LEITURA NO ENSINO SUPERIOR

DESAFIOS E POSSIBILIDADES PARA A FORMAÇÃO DE LEITORES CRÍTICOS NO CURSO DE PEDAGOGIA

Abstract

This article investigates the impacts of digital technologies on the reading habits of students enrolled in the Pedagogy course at the Faculdade de Ensino Superior de Linhares (FACELI). Reading practice, essential for academic and critical development, has been deeply influenced by the advent of digital media, which, while democratizing access to information, also introduces new challenges such as attention fragmentation and superficial reading. The research was conducted through a questionnaire sent to all enrolled students, resulting in 21 responses. The results indicate that, although technology provides practicality and expands research sources, it also encourages dispersion, quick reading, and often the consumption of superficial content. The theoretical analysis, based on authors such as Pierre Lévy, Maryanne Wolf, and Roger Chartier, emphasizes the need for a critical view of the use of technologies in teacher training, valuing practices that stimulate deep and reflective reading. It is concluded that, despite the challenges imposed by the digital era, technologies, when used with pedagogical intentionality, can be powerful allies in knowledge construction and in the development of reading competence.