ABSTRACT
This article discusses the use of Camtasia software and Word text editor as auxiliary instruments for describing textual re-writing procedures in an autobiographical account produced by a female adult in literacy phase. The method used is descriptive, with a qualitative approach and a case study methodology. While the software Camtasia captures the clues left in the writing of digital screen of text editor Word, showing the actions taken by the subject in her work with the text, the proofing features of Word allow us to realize unique writing facts of apprentice´s writing and raise other stroke path related to the course charted by her in language manipulation. So, every time the apprentice reworks, accepts or not the software´s markup and chooses what she considers the best solution to a perceived problem, it is evidenced her active work on the construction and reconstruction of learning, with independence, autonomy and protagonism. The conclusion of our research points to the importance of the use of new technologies as facilitators of access to unique data fundamental to the understanding of the teaching-learning process.
Keywords:
Literacy; Phonological Awareness; Technology in Education; Camtasia Software; Epilinguistic Activity