O uso do facebook no processo de ensino-aprendizagem de língua portuguesa

Abstract

This work presents a reflection on the use of facebook as a teaching resource in Portuguese Language classes, considering that the process of teaching and learning should be in line with new interactional practices, reflecting the plurality of resources verbal, visual, audible and cultural. This social network works as a collaborative platform that features several interactive tools and supports many text genres, mostly multimodal. Thus, we aimed to reflect on possibilities for using facebook in Portuguese Language classes, from the interactional features and textual genres in circulation in this social network. Specifically , we aimed to develop and apply a set of systematic activities for the study of a particular genre and create a virtual discussion group as an extension of the physical space of the classroom . Thus, we performed an action research class in the 2nd year of high school EEEFM José Bronzeado Sobrinho, located in Remigio , on interior of Paraíba. Several techniques were used in the development of this research, classified as qualitative end belonging to the branch of Applied Linguistics: participant observation on facebook, followed by drafting and application of queionnaire and instructional sequence in the class researched. We had such guidance Marcuschi studies (2003 , 2005, 2008 a nd 2011 ), Dionysus (2011 ), Dolz ; Noverraz and Schneuwly (2004 ), Masetto (2000 ) Lévy ( 1999) and Rojo (2012 ) among others, who argue about genres and textual media, multimodality, didactic sequences, pedagogical mediation, cyberculture and multiliteracies. The material collected during the survey was analyzed using inductive method (Medeiros , 2004) . To evaluate the potential of Facebook as a pedagogical resource, we reported how the proposed activities were developed according with the didact sequence, provided that a study of genre reporter, and did an analysis of the actions taken in this social network as an extension of the physical space of the classroom. We note that the interactional features of facebook together the diversity of textual genres consist of verbal , visual and sound elements in this support, played an important role in the teaching -learning process . Emphasize the importance of reviews of publications, which enabled the maintenance of the topics discussed, became a medium for discussion of texts and favored the pedagogic mediation. Additionally, a democratic space offered for display of ideas, criticisms and suggestions, among others. The actions taken in the discussion group in the virtual environment comprised a portfolio of work done. Thus, we show that using elements subdued by the school, because they do not correspond to the goals of traditional education, it is possible and indeed necessary, through cultural, technological and plurality of languages , which we experience in the XXI century.