Inclusão de ambientes virtuais de aprendizagem nas práticas escolares de língua portuguesa

Abstract

The technology has transformed society in all aspects (cultural, media, scientific, academic, and others); and it advances to the school space gradually, breaking traditional pedagogical models. This technological inclusion meets the demands of the information society that requires an able person to act autonomously and literacy skills increasingly diversified. Therefore, It is necessary to think about how the new information and communication technologies can transform our institutional habits of teaching and learning (MORAN, 2013). For that reason, our goal in this research is to investigate the possibilities of using new technologies in Portuguese language classes at elementary school in Orobó/PE, including students in a virtual learning space through reading and writing practices of digital genres, besides socialization of these productions in a social network. In order to happen the research, we applied a questionnaire with students, as well as we carried out the intervention by proposing a didactic sequence with short-short stories genre. The accomplishment of the didactic sequence helps during the final work of this research which is implemented with a booklet about virtual learning environments (VLE) during Portuguese language school practices. The guiding principle of our research arises from the problematic use of Information and Communication Technologies (ICT), especially the Internet and the computer, in that school space, whose use is often restricted to the tool that transfers information. Therefore, we wanted to present it not as a collection of information, but as objects of learning and knowledge building, that contribute to the proposition of an open education, collaborative, decentralized, interactive and humanizing. Furthermore, this theoretical research presents the interactional language, discursive and dialogical approach (ANTUNES, 2003; 2009; BAKHTIN, 2003; LEAL and BRANDÃO, 2007; MARCUSCHI, 2008; PCN 1998; 1999; and others); of (multi) literacy according to scholars as Roxane Rojo, Angela Kleiman and Magda Soares; of the methodological guidance of Didactic Sequence itinerary with textual genres presented by Schneuwly and Dolz (2004), Swinderski and Costa Hübes (2009); and Cosson (2014), in case of working with short-short stories as literary text. We achieved a significant result in working with the group of students who participated in the intervention, perceiving that it is possible to promote initial reading instruction and digital literacy at school and the limits we impose regarding the use of ICT can be overcome in order to contribute significantly to the inclusion of apprentices in practicing (multi) literacy.