Podcast no processo de ensino e aprendizagem da língua portuguesa: o trabalho com a variação linguística na era digital

Abstract

The use of Digitals Information and Communication Technologies (DICT) has been provoking reflections on the way of teaching and learning. Several tools and methodologies use DICT as a support for knowledge construction but are not always associated with a didactic strategy. The pedagogical practice in the classroom needs constant updating and thinking about how digital technologies can contribute to the construction of knowledge in Portuguese language classes is one of the important steps in this stage. This research presents the podcast as a digital didactic resource and how its use in the teaching-learning processes can provide greater interactivity, contributing to students' learning. This study was based on the guiding question, to understand how Digital Technologies, especially podcasts, can be facilitators in the teaching-learning process of the Portuguese language and its variations? From the responsibilities that are assigned to the teacher, we define the following general objective: make use of digital technologies in the classroom in the teaching-learning process of linguistic variation. As specific objectives, it was defined a) to provide students a better understanding of the topic of linguistic variation; b) enable the elaboration of an educational podcast by the students; c) to elaborate a didactic manual with a tutorial for the elaboration of the podcast and activity on the matter. To elucidate the role of digital technologies in education, this study used the Portuguese language and its connections between language and society. The literature used when referring to linguistic variation was the discussions found in Antunes (2003, 2005, 2007, 2009); in relation to Sociolinguistics, the studies of Bagno (2007) were introduced, and Martelotta (2009), and for the podcasts, we take as reference the works of Moura and Carvalho (2006), Leão (2011), Leite (2015), among others. Therefore, this research had as participants students from a group of the 3rd year of High School, of the private school, located in the city of Jaboatão dos Guararapes-PE. The methodological approach adopted was of a quantitative and qualitative nature, that is, mixed and the method used was the case study. As instruments for the collection of data, we opted for the application of questionnaires that refer to the variation of the language, profile of those who were born immersed in digital technologies, analysis after podcast production and a semi-structured interview. With the intention of intervening in the reality of the classroom and introduce digital technologies in the teaching-learning process of linguistic variation, a didactic sequence was developed and applied, presenting the possibilities of interaction, participation and production of the podcast multimodal genre in the teaching of Portuguese language. Subsequently, the podcasts produced by the participants were made available on the podomatic platform. In addition, with the purpose of contributing in the pedagogical practice of the teacher, the mediator of knowledge, a didactic module was constructed that constructed a tutorial for the construction of a podcast, and a proposal of activity. The podcasts produced were classified and categorized in order to suggest strategies of use mediated by the teacher in the classroom. The results indicate the educational potential of podcasts, which served as digital didactic resources for Portuguese teaching in school. It was possible to observe the impact that multimodal texts and ICT can cause to those involved (teachers and students).