O blog na sala de aula e a sala de aula no blog : posts e comentários como ferramentas de ensino-aprendizagem da escrita

• Autor(a) principal: Lima, Lorena Izabel
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4222
• topic: Produção textual escrita; Blogs; Gênero discursivo; Comentário; Posts; Interlocutor; Brasil.; Written text production; Blogs; Comments; Posts; Discursive genre; Interlocutor; Brazil.; Linguística, Letras e Artes; Letras

This paper describes an instructional sequence done using the text genre "blog", in the first year of high school in a public school in the city of Guarapuava - PR. Assuming that digital technologies, especially those relating to the use of the Internet, cause great fascination in adolescents, this research aimed to use a blog as much as a resource for teaching and learning of writing, and as an instrument of real interaction between the research subjects. The methodological approach is qualitative-interpretive (Lüdke & Andrew, 1986; Erickson, 1988) aiming to cover the description of all stages of the process as well as to allow flexibility in the uses of various instruments such as questionnaires and recordings. Based on the interactionist conception of language (Bakhtin / Voloshinov, 1995; Bakhtin, 2003) this research sought to achieve the following objectives: a) Validate the blog as a tool for teaching and learning of writing, that is, a resource to be tapped in the classroom as conducive to socially situated production of texts, according to Gerald (1986), b) understand how semiosis of various media and various discourse genres, typical of blogs, can contribute to the learning process of writing c ) understand how the interaction established between the posts and comments can collaborate to improve students' writing. The theoretical basis that underpins this work comes from recent studies on hypertext and blogs, represented by Araújo (2007), Xavier (2001) and Komesu (2005) and further studies of Gerald (1986, 1993), Fiad and Sabinson (2004) and Menegassi (2003) about teaching and learning of writing. Thus, a survey on the relationship of high school students with digital writing is carried out in first place. The half-open questionnaires, applied to high school students, and subsequently analyzed give subsidies for the organization of an activity of didactic transposition, considering the three dimensions that this means: reading, linguistic analysis and writing itself. Triangulation of the texts collected in the records written in the classroom shows that using the blog as a teaching resource presents the following results: a) students only reach an efficient writing when the teacher defines the genre to be written in the post b) the production of comments about the posts generates debate and revision in the genres produced c) students depend on the effective mediation of the teacher to the use of hypertext resources. The conclusion of the work shows that using the blog in the classroom provides the inclusion of students in the blogsphere, in which students appropriate, from one end, the speech genre, language and style used in according to the interlocutors. Moreover, the real interaction between the interlocutors involved in writing posts and comments, helps students revisit, reassess and rewrite the texts posted on the blog, considering his interlocutors and the suggestions they make. The blog as a teaching-learning resource allows students to engage in concrete practices of language use, in which the alternation between the reader-writer roles are crucial to develop student's writing skills, since they find space to express themselves and public to "hear" them, thus fulfilling the role of the word, which according to Bakhtin (1992) "is to want to be heard."