LAS PRACTICAS DE ALFABETIZACIÓN DIGITAL EN LA ADOLESCENCIA Y LAS PERSPECTIVAS DE LAS MADRES EN LOS CASOS DE NIÑOS HISPANO-JAPONESES

Misa Fukukawa

Resumen/Abstract

Recientemente la multiliteracidad ha despertado mucho interés académico. Dada la creciente migración, la globalización y el incremento de matrimonios entre personas procedentes de diferentes culturas, en 2017 había 203 Hoshukos (o escuelas japonesas en el extranjero) a lo largo de 56 países, todas apoyadas por el Ministerio de Educación de Japón.

Este estudio analiza las prácticas letradas plurialfabéticas con la tecnología de 11 niños que asisten a este tipo de centros educativos, en Barcelona, a partir del análisis de las capturas de pantallas que ven en móvil, portatil y ipad. Asimismo realizamos las entrevistas a sus progenitores para revelar sus actitudes y perspectivas. Para profundizar en la investigación hicimos el estudio sobre un caso de un niño de 7 años.

Entre los resultados obtenidos, descubrimos que al usar la tecnología estos niños utilizan catalán, castellano, inglés y japonés dipendiendo de lo que busquen. Por lo que respecta al uso que hacen los niños de las tecnologías de la información y la comunicación, las entrevistas muestran que están fuertemente reguladas por sus progenitores y que la mayoría tienen actitudes negativas, porque piensan que el uso de la tecnología hace daño a la habilidad de la escritura de los niños.


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DOI: https://doi.org/10.21071/edmetic.v9i1.12264

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