A escrita colaborativa no Google Docs: uma proposta de ensino do gênero textual factual recount no ensino técnico de nível médio integrado

Abstract

This article aims to present a teaching proposal of writing of the textual genre factual recount through Google Docs, for the context of High School integrated technical courses. In our theoretical-methodological bases, we seek to interweave the Sociocultural Theory and Second Language Learning (LANTOLF; THORNE, 2006) with the definition of dialogue (BAKHTIN, 2006). We also rely on the Process Writing Theory (FLOWER; HAYES, 1981) and the Online Collaborative Writing approach (YIM; WARSCHAUER, 2017). Based on those assumptions, we reflect on the guiding documents which orient Technical High School, namely the National Curricular Guidelines, the Common Curricular National Base and the Pedagogical Project of the Informatics Course. The research resulted in the design of a complementary teaching proposal to the English language subject, aiming for the organization of written language practices in the digital environment through collaborative planning, translation and rewriting sessions.