Conteúdos de língua portuguesa em videoaulas do projeto “Enem na palma da mão”.

Abstract

The advent of technological resources and their insertion in the different social contexts constitute the emergent digital era. In the same way that we see changes due to the arrival of communication technologies in the past, we live with the diversification and interference of digital devices at home, at work, at school. This impact is recurrent and has required both teachers and students to obtain new skills and strategies that correspond to the demands of the current society in order to guarantee themselves in the labor market, as involved citizens and professionals who dialogue with a digital world in construction (DUDENEY; HOCKLY; PEGRUM, 2016). Based on the reflection on the technological implementations in the educational area, this study aims to investigate the strategies of approaching contents that predominate in videotapes of an experimental project, "ENEM in the palm of the hand", in order to understand the relation between the selected contents and the conceptions of Portuguese Language teaching mobilized by them. Our research has characteristics of a quantitative quali, under a descriptive-interpretative bias, whose corpus of analysis is defined by the production of thirteen video lessons, distributed around the themes: Multimodal Reading, Linguistic Variation, Nominal and Verbal Concordance and Production of Dissertation Text-argumentative present on a Youtube channel (https://www.youtube.com/channel/UCSkVZmh0xB2ddNZ73_f_8LQ). In addition, we also use two methods that make it possible to triangulate and systematize our research focus: the interview and the questionnaire. With regard to the theoretical foundations underlying the present study, we define two central axes: the first involves conceptions of teaching, content and didatization, based on Geraldi (1997); Zabala (1998); Mendes (2005); Pereira (2010); Smith (2010); Ostermann and Cavalcanti (2011); Libâneo (2013); Silva (2017); and the second one comprises the didactic materials present in the digital environment, in particular video lessons, with the contributions of Kenski (2003); Rover et al. (2006); Pfromm Netto (2011); Oliveira (2013); Moran, Masetto and Behrens (2013); Ribeiro (2013), among others. The results indicate the variation of four types of LP content approach strategies, namely: 1st strategy with path initiated by the definition; 2 nd strategy with path started by the exemplification and concluded with definition; 3rd strategy with a course started by contextualization e; Strategy 4, with a course started by the example and concluded with explanation. The recurrence of these variations promotes different conceptions and approaches of teaching, with relation of proximity, convergence or divergence. In lone moments, we perceive the presence of contextualized examples as a search for the reflection of the language, in others its use configures itself as a pretext for the application of grammatical rules.