Hipertexto como subsídio metodológico para o ensino de língua portuguesa.

Abstract

In Brazil, Portuguese Language teaching has received various criticisms, mainly relating to the methodological procedures used in it, and this is evidenced by the rates of functional illiteracy that are still alarming in our country. Students leave school with a deficit in reading, writing and textual interpretation, perhaps because teachers do not use textual/discursive genres in a relevant way, as well as digital ones to innovate and improve the education. Thus, the present research aimed to highlight the importance of educators working with the genre hypertext in Elementary Education II, as well as to explain the opinions of teachers, regarding the teaching of digital genres in the classroom; in addition to knowing the opinions of the students of this school level on the application of digital genres in the mother language classes and then proposing a didactic sequence for teachers who wish to contemplate the digital genres in their classes, especially the hypertext. To obtain the data, two questionnaires were applied: one for the teachers in the respective area, and the other for the students who agreed to participate voluntarily and who presented their consent (signature of the TCLE) by the parents or guardians. The research was carried out in a school of the State of São João do Rio do Peixe – PB. The results indicate that educators and students see this tool in a positive way to improve teaching, mainly because it is something innovative, and this will contribute to increase the students’ communicative competence and motivate them to participate more in the classes, as well as serve as a mechanism to improve the teacher-student relationship within the context of the classroom.