Tecnologias digitais e língua portuguesa: o uso da internet como ferramenta para produção textual na escola

Abstract

This study analyzed the contribution of digital technologies to the production of texts by 34 students from the 8th grade of elementary education, from a public school in the city of Fortaleza-Ce. The research which aimed to achieve this objective was based on studies on textual production in the school (JOLIBERT, 1994; MARCUSCHI, 2008; LERNER, 2002; BERNARDIN, 2003; LEAL; BRANDÃO, 2007; SÁ; SOUSA, 2016; FERRAGINI et al, 2002), the production of texts and digital technologies (AMORIM, 2011; BRAGA, MORAES, 2009; SILVA and PESSANHA, 2013; 2015), ending with the discussions involving digital literacy and the stages of textual production (DUDENEY; HOCKLY; PEGRUM, 2016; SOARES, 2003; GOULART, 2011; FRADE, 2011; MENEGASSI, 2010, PASSARELLI, 2012). Digital technologies and interaction between different media and literate practices have changed not only the way we communicate, but the speed in which we communicate. It becomes complex to align the demands of the curriculum and the time that the school and the students have to carry out textual production activities in the classroom. The practice of writing in school is a reality of experimentation of forms of writing in which the student is forced to write to practice different types of writing, in order to establish the textual structures present in different genres of discourse. As a way of minimizing the problems related to textual production in school, we suggest the use of digital technologies in classes of textual production, so that this use is carried out in a conscious and planned way and in accordance with the enunciative-discursive bias proposed by PCN (National Curricular Parameters). Thus, It is believed that the production of texts in school can become a pleasant, continuous and updated activity. This research has its qualitative nature (STRAUSS; CORBIN, 2008,2009; DENZIN; LINCOLN, 1998) and presents an interventional character. The methodology adopted for data generation and codification was Grounded Theory (CHARMAZ, 1983; CRESWELL, 1998; FLICK, 2009; GLASER, STRAUSS, 1967; TAROZZI, 2011), in which three instruments were used to investigate the contribution of digital technologies to the written production of the students: the field journal, the interview with the teacher and interview with students. The intervention took place from August to October 2017, and the analytical process resulted in 8 (eight) pre-categories and 5 (five) global categories of analysis: Attention (AT), Time (TM), Research (RSC) Engagement (ENG) and Collaboration (CLB). The gains in learning occurred not only in the curriculum, in the teaching of genres and grammatical contents, but also in the skills acquired by students in relation to three types of literacy: digital literacy, literacy in information and particularly, in relation to literacy in research.