Uma proposta de roteiro dialógico sobre a cultura digital utilizada no livro didático de língua portuguesa à luz da teoria do círculo de Bakhtin

Abstract

This research presents as object of study the structure of the utterances of the proposals of teaching of the discursive genres found in the section Digital culture, of the textbook of Portuguese language of the teacher, proposal of a dialogic script according to the theory of the Bakhtin Circle, for teachers from the analysis of the structure of the utterances of the proposals of teaching of the discursive genres, present in the Digital Culture section of the Portuguese Language Textbook. Therefore, it establishes three specific objectives: a) To verify the structure of the utterances, for the teaching of the discursive genres of the section Digital culture, of the Portuguese textbook of the teacher, fundamental II, according to the theory of the Bakhtin Circle; b) analyze the productions of the discursive genres performed by students from the guidelines of the Digital Culture section, observing whether the degree of complexity of the statements facilitated or hindered the performance in learning and whether it considered the socio-historical context of the student; c) Describe the sessions of the classes held, according to the guidelines of activities of the Digital Culture section of the teacher’s textbook. The study was based on the following questions: How is organized the structure of the utterances of the proposals of present in the digital culture section of the teacher’s Portuguese textbook and how would a dialogic script contribute to the productions of digital discursive genres? As a foundation, we used the theoretical bases of authors such as: Bakhtin (2006, 2017), Volóchinov (2017, 2019); Santos (2013); Brait (2005, 2009, 2012, 2013) among others. Regarding the methodological path, a quantitative-qualitative approach was used in relation to nature; regarding the objectives, it is exploratory and, to its procedures, it is documentary and action research. The research was carried out in five stages: survey of the proposals of activities of the digital Cultural section and analysis of the utterances from the intonation, choice and disposition of the word; conducting a questionnaire about the student’s profile; activities in the classroom; interpretation and analysis of the students' productions and; finally, elaboration of a proposal for a dialogic script. As for the results, we verified, throughout the activities of the Digital Culture section, that the utterances, at times, allow the positioning of students, their active participation from the socio-historical context, however, automated commands that lead to the reproduction of the content are frequently used. With regard to the digital genres performed by the students, we found that the statements facilitated the performance of the students' learning, since they performed the requested productions, however, in some moments, did not consider the social contextstudent history. Thus, we conclude that the dialogical script is a pedagogical instrument created to promote insertion in the digital universe, taking into account the context of those involved in the process.