Tecnologias digitais no ensino e na aprendizagem de Língua Portuguesa na escola pública

Abstract

Contributing to thinking about possibilities for articulating digital technologies with the teaching and learning of the Portuguese language, in the daily life of basic education in the public network, is the objective of this thesis. Methodologically, it is a research inserted in the field of Applied Linguistics, of qualitative approach and descriptive nature. Action research was the intervention model that served as inspiration for generating data, based especially on the action-reflection-action tripod (Ghedin; Franco, 2011). The interpretivist paradigm, in the light of Moita Lopes (1994), met the analytical purposes defined here, helping to weave reflections based on the corpus composed of theoretical study and empirical research, which resulted in the analysis of various materials, among which we had transcriptions of reports written and oral and productions of different genres made on different media, from printed to digital. The theoretical contribution of the study was built around the discussion of key concepts that come from the perspective of authors who have long helped us understand the topic researched here. In this direction, we deal with: language and its dialogical and interactional possibilities (Bakhtin, 2011, 2016); the polysemy of the concept of literacy (Kleiman 1995, 2005; Rojo, 2009; Silva, 2013; Vovio and De grande, 2010); critical and digital literacies (Freire, 1979; Street, 2014; Marins Costa, 2016, Botelho Borges, 2016; Pinheiro, 2016, 2021) and multiliteracies (Cazden et al., 1996; Ribeiro, 2020; Rojo, 2012, 2019 ). Furthermore, based on Santos (2020) and Mendonça; Andreatta and Schlude (2021), we discuss the Covid-19 pandemic and its social representations, with an emphasis on the educational field, in the context of a capitalist, patriarchal and especially unequal society that still persists. Regarding the normative basis, we brought the BNCC (2018), providing a descriptive and critical overview of the scope of the Portuguese Language component, in High School, and digital technologies. To compose the data for this study, actions were developed in two phases in which, in the first, ten Portuguese language teachers and thirty students from a high school class at a public school in the state network of Feira de Santana (BA) responded to questionnaires who asked questions about their perceptions and experiences with digital technologies in teaching and learning, before, during and after Emergency Remote Education. In the second phase, already in a “post-pandemic” moment, an intervention was implemented, in the format of reading, writing and (other) technology workshops, carried out in face-to-face and virtual formats, with the participation of the same students from the first phase and a Portuguese language teacher who acted as a collaborator. It should be noted that, at this stage, various digital media were used in a situated manner, which did not in any way preclude the use of physical and analogue media. As main results, we were able to identify, in general, that teachers and students point out the relevance and need for greater inclusion of digital technologies in school practices (before, during or after the pandemic period). However, there are many challenges faced in the context of public schools, which make it difficult to integrate digital culture into teaching and student practices; even so, we believe and confirm the potential of digital media (in a contextualized way, in line with previously defined objectives). Furthermore, we conclude that, along with any material resource, from printed to digital, it cannot be forgotten that the main technology to be inserted in the teaching and learning relationship of the Portuguese Language is human, in order to increasingly promote dialogue, interaction and critical reflection between subjects.