O Facebook na sala de aula : uma proposta de escrita nas aulas de língua portuguesa : uma proposta de revitalização

Abstract

This study is an intervention proposal that presents discussions about the use of Facebook as a didactic-pedagogical resource, it focus on reading and text production in virtual environments, considering to this, digital literacy on teaching as proposed to Coscarelli (2009; 2016); Marcuschi (2008); Ribeiro (2016); Rojo (2012); Santaella (2014) and other authors. Developed in the scope of Profletras/UEFS, this study aimed to propose reading and writing activities of the digital genre ‘post’ with 9th grade students of a public school in Feira de Santana, Bahia, Brazil. The research, with an interventionist nature, was accomplished by didactic sequence activities of reading and text production that enabled the students to explore the digital universe and to recognize the post as a hybrid or multimodal genre like Baktin (2011), Bonini (2011) and others profess. Besides the researchers about Literacy and Genre, also other theorists are in consonance with the ideas presented by this study, like Certeau (2014), Freire (2008), Kock (2010), Soares (2000) and Marcuschi (2003). Official documents like National Curricular Parameters (PCNs, 1997/1998) were also consulted because of the understanding the necessity of inserting the school on online digital media, adapting it to the new social and learning contexto, in addition to implement innovative pedagogical practices with the objective of developing new behaviors to readers and text writers on language classes. Despite all the care and effort implemented during the past two years of dedication to the presente study, the data analysis pointed to a low performance of the discursive competence of the majority of the students during the online interaction. This result was surprising since the use of Facebook as a teaching space should awaken in them a greater interest in participating and enabling actions in which they would appropriate knowledge, improving and diversifying their reading and writing practices with greater autonomy and criticality, both in school and socially. This is not to say that there was no progress to be considered in the data analysis. However, these results lead us to suggest new studies on this subject, aiming to resolve the difficulties pointed out, in order to review actions and strategies that increase the student's reading and writing capacity in improving the quality of language teaching and learning in the school.