Trilhas de aprendizagem em hiperdocumentos: ferramentas metodológicas para o desenvolvimento da competência comunicativa

Abstract

This research is a result of studies in master’s level accomplished in PROFLETRAS by UEPB, Campus III, and it aims to analyze how learning paths in hyper docs, as complementary methodological device, they can enhance the development of communicative competence (CC) in Portuguese classes of the ninth grade of Middle School. Thus, it is combined an active methodology technique with new information and communication technologies (NICTs) for the study of language in usage, focused in oral and written textual/discursive genres, in digital environment, or not, in real or prototypical situations, introducing young people into multifaceted and multiliterate social dynamics, proposed by Marcuschi (2008) and Antunes (2003). In this way, it is implemented as an action-research, of a descriptive nature and qualitative approach, according to Gil (2002), based on bibliographical reference material, following the enunciative-discursive, multisemiotic and multicultural perspective, in the literate environment. Therefore, the methodology groups six main steps: the resource and work proposal are presented; a diagnostic and sociocultural questionnaire is applied; the research instruments are developed, and activities are mediated in eight Portuguese attached classes; finally, the students evaluate the proposal. At the end, a pedagogical notebook is presented that forms a compass for the methodological technique, leading teachers and researchers on a way to linguistic fluency. So, the investigation is mainly based on the writings of Lima (2020) an Lapuente (2018) and guiding documents, such as the National Common Curricular Base (2017), found on studies on language learning in contemporary times, present by Travaglia (2011; 2016; 2017); Bacich et. Al. (2015; 2018), Marcuschi (1997; 2001; 2008), Rojo (2009; 2012; 2015), Santaella (2014; 2019), Bakhtin (1995; 2016), among others. Then, it is observed that the adoption of the methodology meets the students’ desires, being able to motivate and enhance CC, but to do this, it is necessary to overpass limiting thoughts and structural challenges and, so that, is crucial to analyze possibilities and allows new investigations. Furthermore, its implementation presupposes an action properly planned and monitored by the teacher-researcher, which can be implemented in basic education if there is willingness and concern.