Os gêneros humorísticos como suporte do ensino de leitura na aprendizagem híbrida

Abstract

The digital information and communication technologies (DICT), as well as hybrid teaching, are considered trends in the 21st century, however they are still not quite used and disseminated in public education. In the COVID-19 pandemic, education professionals had to adapt to social distancing, which led to a series of improvisations and impacts on the teaching and learning process, especially on hybrid Portuguese teaching. As a result of the speed with which it was implemented, given that the teachers had no training for this new reality, aggravated by the lack of planning and methodologies aimed at carrying out the activities in the teaching format. Given this scenario, the object of this study is the process of developing reading skills in Portuguese through humorous genres, specifically the joke and the meme. We aim to stimulate reading practices with humorous genres based on a set of didactic strategies aimed at expanding the reading skills of Portuguese language students in public high schools in a hybrid teaching context. This study is based, above all, on the Bakhtinian and Interactionist perspective of Language, drawing on the theoretical conceptions of authors such as Bacich (2015/2018), Bakhtin (1997), Kenski (2008), Kleiman (2002/2008/2010), Koch (2005/2011/2014), Marcuschi (2003/2008/2010), Rojo (2013), and on assumptions that guide national education, such as the Parâmetros Nacionais Curriculares (Brasil, 1998) and the Base Nacional Comum Curricular (Brasil, 2018). To achieve this objective, a qualitative approach was used, together with documentary and bibliographic data collection methods. It is an action research, using a case study, since the situation of the classroom and the participants was analyzed, proposing transformations that aim to help teaching practice. The participants in the research were teachers and high school students from a public school in the state of Paraíba, Brazil. The research corpus are textbooks involving humorous genres and memes circulating in virtual media, as well as those produced by the students taking part in the research. As a research project at master's level, an educational product was developed, consisting of a Teaching Module, as support for primary school Portuguese teachers, who are working with the new technological reality, as a means of meaningful learning in the field of reading skill for students. The study reveals that humorous genres and the use of technology in teaching provide students with an increase in their reading skills, as well as the development of digital competences. This skill tends to be developed even more significantly when lessons are well-structured and targeted, using, for example, didactic sequences that deal with humorous genres and new technologies.