Prática pedagógica mediada pela plataforma digital de leitura Guten News

Abstract

This study aims to investigate how the use of a reading digital platform (Guten News), implies learning and improvement of reading skills of 9th grade students from a municipal school located in the city of João Pessoa. As it is a pedagogical intervention, it was sought, before analyzing the results of the activities produced through this platform, to examine in which Portuguese Language reading skills, the students had greater difficulties, besides analyzing the textbook used by the participants, in order to identify the occurrence of these skills in reading and text comprehension activities. Based on these objectives, this action research is classified as exploratory, applied and mixed methods (qualitative and quantitative). Regarding the approach to technology and teaching, works by authors such as Kenski (2012), Lévy (2010, 2011), Moran (2017), Gabriel (2013), among others, contributed to a better understanding of the subject. Concerning the teaching of reading, authors such as Britto (2015), Cavalcante (2018), Bravos (2018), Yunes (2002), Petit (2009), etc were mentioned. When applying the diagnostic assessment in the class, it was found that all Portuguese Language reading skills, in general, were classified with a low or very low domain level, which did not occur when considering the individual evaluation, since each student presented peculiarities regarding his/her performance in this phase of the research. The analysis of the textbook made it possible to find that the distribution of these skills is not made proportionally, which generates too much exploration of some items to the detriment of others. Using the platform, it was possible to apply activities that covered a range of skills that needed to be improved and to maintain the high standards of those that, after reaching a desirable degree of mastery, no longer needed investment. At the end of this research, the performance reports showed that the eighteen skills worked in the above research environment had a achievement rate between 75% and 100%, which proves that the use of this technological artifact favored the development of Basic Education Assessments (Saeb)´s Portuguese Language reading skills.