Postando os significados do léxico: análise de objetos digitais de aprendizagem para o ensino de semântica lexical.

Abstract

The process of teaching content in the Portuguese language is permeated by discussions of a theoretical and methodological nature. The proposal of this research starts initially from questioning the way in which lexical contents are approached from different conceptions. Thus, we reflect on the centrality of the lexicon in the Portuguese language, whose dynamics and plasticity allow us to understand them from a systemic point of view. Methodologically, we developed a descriptive documentary research based on the assumptions of Gil (2008) and Prodanov and Freitas (2013), who conceives as corpus of analysis seven Instagram posts, produced by students of the Degree in Portuguese Language at the Federal University of Campina Grande, focusing on teaching lexical semantics content. In this sense, we anchored ourselves in the theoretical perspectives of lexicology, linguistic analysis and active methodologies to understand how Instagram posts work as digital learning objects and how the contents of lexical semantics were didactic in these objects from a remote teaching experience. Faced with this questioning, we postulate as a general objective of this research to understand methodologically the process of didacticization of lexical semantics contents in digital objects. The research is theoretically anchored in the assumptions of Biderman (2001), Polguère (2018), Silvestre and Villalva (2012) and Pinto et al. (2016), about the notion of lexicon, regarding the conjunctist and categorizing aspect of the words and expressions of the universe, by Antunes (2012) and Neves (2020), regarding the notion of lexicon as an open, malleable and dynamic system, Andrade et al. Guerra (2012) regarding the reflection on the teaching of the lexicon today, Dutra and Régis (2017) and Bezerra and Reinaldo (2020) about the concepts of linguistic analysis and reflection, in the light of active learning theories addressed in the contributions of Fava ( 2018) and Bacich and Moran (2018). The results show that the production of Instagram posts and their use as a digital learning object for the teaching of lexical semantics evidence the dynamic character of the lexicon that materializes in the social practices of the daily life of speakers of a language, and that from the point of view pedagogical, they reconfigure physical spaces into virtual learning spaces, enabling other forms of interaction and reflection on the language.