Gêneros digitais na sala de aula: uma proposta metodológica para o ensino de Língua Portuguesa no Ensino Médio

Abstract

This work aims to propose methodologies for teaching Portuguese in high school, using digital genres. The aim is to use this tool as permanent study, teaching and learning material, given that digital genres are present in students' daily and school lives. These technological tools are addressed in this work as an influencing and motivating resource for improving text production skills, discourse analysis, understanding digital texts in verbal and non-verbal modes. This proposal was developed at the Josué Montello Teaching Center, in the city of Santa Inês–MA, with 2nd year high school students. Our theoretical foundation came from studies by Marcuschi (2002, 2008, 2010, 2012), Castells (2003), Travaglia (1996, 2009), PCNs (2006), among others. In this work, we use the approach of digital text analysis and Portuguese language teaching methodologies proposed by the PCNs (2006), with an emphasis on studies of digital textual genres. Based on the classroom survey and the results of the questionnaires applied to the Portuguese language teacher and students, we obtained the expected results. We then suggest a proposal through activities to develop communicative skills through digital genres and the Internet, with students. We believe that this proposal could influence new teaching, study and improvement methods in textual interpretations and productions, through digital resources, in the researched school and in others