Didatização de saberes sobre leitura e escrita em ambientes digitais para exames de larga escala.

Abstract

Teaching activities cannot disregard anymore the relevance and the impacts that the information technologies provoke in learning, for the digital environment is full of websites which provide for free teaching material, such as video lessons, to support the subject studying to large scale exams, like ENEM. Within this perspective, the following research aims to reflect about the professional teaching knowledges underlying to the exposition of reading and writing subjects, for reading and writing are decisive aspects to a good result on the selecting process of ENEM. Therefore, investigating the targeting of these subjects in videos may contribute to a resizing of teaching strategies used in teaching, as well as to the maintenance and the spread of resources which complement the education of the subject-student-candidate that is finishing or have already finished high school. Before that, the present research has the following four questions: Does the presence of educational videos, dedicated to large scale exams, express different forms of treating the reading and writing knowledges? Which teaching/professional knowledges are highlighted in video classes in front of the mobilization of reading and writing subjects dedicated to the mentioned exams? In order to answer them, our main aim is: to reflect about the teaching knowledges of educational videos directed to Portuguese Language teaching, by the linguistic-discursive and structural aspects presented by them. As for specific aims, we shall: 1) characterize the teaching knowledges within the processes of didactic sequences of video lessons’ contents (reading and writing) of Portuguese Language; 2) analyze the function of video lessons before the content exposition of reading and writing for large scale exam, like ENEM; 3) relate the identified knowledges to the reading and writing teaching concepts, according to the exam recommendations. The research of video lessons, with contents directed to candidates who desire to do Enem, occurred from 12 websites recommended by INEP, and are offered as extra materials. Among the selected digital environments, we decided analyzing two of them, for the open and free access to reading and writing contents in the digital products investigated. The inclusion of the analysis object in a digital environment allows that this investigation to be anchored in the documental analysis and in the virtual ethnography, being, therefore, a hybrid methodology; for the video lessons are full of information to prove and elucidate didactic strategies to the exposition of contents. Also, it is a document that, to be studied, the researcher inserts themselves in the investigation field from the observation of cultural practices and the communication; they change the face-to-face context to an on-line one. From the selection and the treatment of the data, some theoretical reflections were made about the evolution of the linguistic studies before the digital media (Oliveira; Wilson (2013); Freire; Leffa (2013); Silva; Cyranka (2009)); the axis of reading and writing teaching in the digital environment, highlighting concepts of teaching about reading and writing in this environment (Kleiman (2008), Braga (2010); Koch and Elias (2014); Barton; Lee (2015); Passareli (2012)); teaching knowledges before the process of content exposition (Tardiff (2014); Pimenta (1999)); besides discussions about the genre video lesson as for the structural and functional aspects evidenced from the multi-semiotic resources (Rojo (2012); Vieira; Silvestre (2015); Veloso (2014); Spanhol; Spanhol (2009)). The theoretic orientation allowed that we identified differences on the content approaches through the variation of video lesson genre. The instructional videos and the recorded lesson used the indirect exemplification strategy by the content abstraction, mobilizing experiencing knowledges. The video lessons, concepting strategies, evidencing curriculum and disciplinarian knowledges. Within this perspective, there is an intrinsic relation between the digital genre, the content and the knowledges before the didactic transposition. This triangle, though necessary, is found, in the digital products, fragmented, signalizing an environment change, in the treatment of the reading and writing object, but not a perspective of teaching change, with the predominance of the traditional approach. Evidencing these gaps situate the relevance of the teaching professional, putting them as central to the exposure of knowledges of the investigated digital products, favoring the reading and writing teaching.