A escrita de microcontos dos alunos no Twitter: análise dos contextos de produção

• Autor(a) principal: Almeida, Luciane de Assis
• Data de Publicação: 2019
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/19490
• topic: Teaching; Writing; Short tales; Ensino; Escrita; Microcontos; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

This dissertation refers to the research on the conditions in which the students at the 7th grade of a municipal school in Rio de Janeiro wrote their short tales, using as support for this writing the Twitter. This research based on: consider the process of the writing production of theses students, investigate the pontentiality of the usage of electronic supports to write texts and develop practices of digital literacy at school. Research-action as a metodology has been aplied. The research lasted four months and had as the main instrument the didactic sequence. The data analysis was taken under the indiciary paradigm (GINZBURG, 1989). We elected as academic references Benjamin (1987) e Bakhtin (1997; 2006) in relation to the language as a human expression; Geraldi (2003; 2015) in relation to the language teaching and to the text production at school; Lévy (2010) and García-Canclini (2008) about cyberculture and technoligies at school; Mattar (2013) about Twitter and Freire (1996; 2013) on the study about pedagogic issues. We have structured the theoretical ground in three chapters, followed by the research narrative and the dissertation results: the e-book "#1701contos" and the didático plan which guides the production of a e-book att school. The question considering the contexts of the production How does the students process of writing of short tales at a digital platform occur? guided the investigation. We have concluded that the actors of the research wrote their texts demonstrating interlocutive relations, however several times behaved, before the screen, similar to those who are supposed to write a conventional text. The usage of the digital platform was considered as an hipothesis that can contribute to the digital literacy and to some linguistic knowledge by virtue of existence of a real usage context. It was possible to note that the access to the digital reading modality in different supports enabled the domain of functionalities, disntict from the traditional ones, besides recognising several practices of digital writing already inserted in daily routine. Another hipothesis was to verify if the digital support contributes to the development of textual production abilities and provide authorship of network content. The writing in the platform, allowed the experience varied activities, which involved learning exchange, alternance in roles and recognition of the student as an autor.