COSTA, T. K. M.; http://lattes.cnpq.br/9221731829361266; COSTA, Thalyne Keila Menezes da.
Résumé:
In contemporary times, there is no way to exclude the teaching and learning process from the virtual environment. Opting for experiences that stimulate learning involves a paradigm shift, that of complexity, given the confrontation of ideas and the constant changes / updates that present speed to the access of information and linguistic flexibility adopted by users (students, in a school context) on paper of citizens invited to participate in life in society. Social networks can be used as a pedagogical purpose complementary to the classroom, because they are dynamic, attractive and motivating for teaching, in order to add information to the formal contents. Considering the considerations made, the general objective of this methodological intervention is to analyze the creation of the virtual space as a complementary resource for the teaching of reading and text production. At the heart of this work lies the methodological bias of action research, because it is an empirical social research, conceived and carried out in close association with an action (THIOLLENT, 2004). Researcher and participants, representing a situation or problem, were involved in a cooperative way to carry out a sequence of didactic activities, involving activities of reading and writing motivated by the social network in focus, Facebook. The realization of teaching activities, considered language capabilities in a production context, inspired by Socio-Discursive Interactionism (DOLZ, NOVERRAZ & SCHNEWLY, 2013). In the face of this practice, we try to answer: What is the relation between the sequence of activities (reading and writing) and the classroom and virtual environment? What is the impact of planning on the relationship between the production of the thematic placements mobilized in the comments and in the open letter? This research reflects the influence of the teacher's choices to evaluate the result of a practice that used the contents of reading and writing initially in virtual environment, with interactions in Facebook through comments, in order to serve as scaffolding for the development of the theme and arguments for the open letter gender. However, it is noticed that in the course of activities the teacher prioritized reading at the expense of writing, so in the comments of Facebook and the production of the open letter, it is evident approaches of the classes on the subject of "prejudice". Therefore, the research results indicate that the learners participated effectively in the digital environment in search of information. In the relationship between the didactic activity sequence and the virtual and classroom environments, it is analyzed that, although the planning was directed to a practice inserted in the emerging paradigm (LOPES, 2013), we were faced with a crystallized vision of a traditional paradigm. The classes that correspond to the axis of reading, one perceives greater satisfaction, to the detriment of the classes of the writing axis, on "types of arguments". Thus, the research shows the need to resize the action of planning in a continuous way, in the course of the process, where it should reverberate the action of a critical-reflexive professional in the mold of an emerging paradigm, because at present everything moves with incredible speed and relationships with teaching need to provide appropriate methodologies and didactic resources for the development of student knowledge.
