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Neste trabalho apresentamos algumas reflexoes sobre as praticas de letramento digital vivenciadas por uma turma de Educacao a Distância usuarios do Ambiente Virtual de Aprendizagem – AVA SOLAR da Universidade Federal do Ceara – UFC. Fundamentamos nosso trabalho principalmente nas reflexoes de (CASSANY, 2005; ESHET-ALKALAI, 2004; SOARES, 2002; XAVIER, 2002; Buzato, 2001; LEVY, 1999). Situamos essa investigacao como uma pesquisa explicativa de carater diagnostico (GIL, 2002) situada no paradigma qualitativo-interpretativista (BORTONI-RICARDO, 2008). Construimos nossa amostra por meio de duas fontes: dois questionarios e a analise das atividades do SOLAR. Os resultados apontam que as praticas de letramento digital recorrente nos dados sao diversas e estao, principalmente, relacionadas as praticas vernaculares de letramento. Essas praticas estao vinculadas as diferentes agencias de letramento com as quais estes participantes estiveram e estao relacionados.Os dados revelam  que ser letrado digital implica assumir mudancas nos modos de abordagem do texto com a utilizacao e com interacao das multiplas semioses em textos que estao em um suporte digital, no geral, a tela.  Palavras-chave: Letramento digital. Educacao a distância. Novas tecnologias. Abstract In this work, we make some reflections on the practices of digital literacy experienced by a group of Distance Education users of Virtual Learning Environment - VLE SOLAR, Federal University of Ceara - UFC. We base our work mainly on r83eflections (CASSANY, 2005; Eshet-Alkalai, 2004; SOARES, 2002; XAVIER, 2002; Buzato, 2001; Levy, 1999). We situate this research as an explanatory research diagnostic character (GIL, 2002) located in the qualitative-interpretative paradigm (BORTONI-RICARDO, 2008). We construct our sample by two sources: two questionnaires and the analysis of the activities of SOLAR. The results show that the practices of recurrent digital literacy in the data are diverse and are primarily related to vernacular literacy practices. These practices are linked to different agencies of literacy with which these participants were and are related. Our data indicate that being literate digital implies taking changes in the modes of approaching the text with the use and interaction of multiple semiosis in texts that are in a digital format, in general the screen. Keywords: Digital literacy. Distance education. New technologies.

Letramento digital na educação a distância: reflexões sobre o Ambiente Virtual de Aprendizagem (AVA) Solar