Funcionamento de recursos tecnológicos em atividades de ensino de língua portuguesa na prática escolar.

Abstract

The study introduced in this dissertation inserts itself in the contemporary context of investigations about the impact of technologies changes on the daily practices of reading and of linguistic production, undertaken by presence of computer and internet in the social life of human beings in the basic education, especially on the portuguese language teaching. So, we have as general objective of this dissertation investigate the use of technologies resources in the school practice of teaching guided by the following question of research: Which didatic-pedagogical functions of utilization of technological resources are underlie the activities of teaching portuguese language on the school practice? With a view to answering that question, two specific objectives led the research actions: Identify the didatic-pedagogical functions of utilization of technological resources and discriminate the activity type of teaching realized with support of resources in classroom. For this, the data were collected in three classes of teaching portuguese language of two public schools of Basic Education in the city of Campina Grande-PB. In the field of applied linguistic, of a descriptive-interpretativistc nature and realized from triangulation of data, that research was subsidize by the theoric notions of school social practice (RAFAEL, 2017), activitities (MATÊNCIO, 2001) of teaching and technological resources (KENSKI, 2012) in accordance with the nacional policies for the teaching portuguese language (OCEM, 1998; PCN, 1998; BNCC, 2018). As results, we could observe on school practice the use of technological resources of two distinct natures - analog and digital - and that the types of activities are specific of language teaching, being the use of resource in accordance with the axis or object: reading, textual production and linguistic analyze. In these types of activities, we identify two didatic-pedagogical functions required for the utilization of resources: motivation and facilitation. When making use of these functions in activities, the teacher mobilizes educacional knowleadges that is not just linguistic.