SOUSA, F. C. L de.; SOUSA, Francisco Cleiton Limeira de.
Résumé:
Portuguese language classes were not always guided by digital textual genres, such as
podcasts, as important tools for the development of learners' communicative skills. In thisdirection, the present research aims to investigate the practices of multiliteracies developed based on the use of digital textual genres in the classroom, more specifically the podcast genre, in order to provide fruitful theoretical and practical approaches to the Portuguese language teacher, highlighting their social role inside and outside the classroom. As a theoretical basis, we take the studies by contemporary linguistics, supported more specifically on the studies by Rojo (1998, 2012), Marcuschi (2002, 2008), by Zavam and Araújo (2008), the National Common Curricular Base (BRASIL, 2018), by Schneuwly and Dolz (2004), among others. As for the methodological procedures, this research is configured as an applied one; it is of a qualitative nature, based on a bibliographic survey. As for the objectives, it is descriptive and uses the inductive method. The collaborating subjects were 06 Portuguese-speaking teachers enrolled in the Professional Master's Program in Letters (PROFLETRAS), from the pole of UFCG, working in Elementary and High School, invited to answer a questionnaire consisting of ten questions via Google Forms. The results confirmed the need for the continuous offer of educational policies in the field of Portuguese teaching by offering subsidies to teachers so that they can resignify their work with different digital genres. As a way of contributing to the generation of this kind of policies, at the end of the research, a proposal for a didactic sequence was presented whose main objective is to explore the podcast genre and its discursive relations in the field of contemporary technologies in the classroom, for the development of production of the student's writing, listening, reading and speaking.
