Os processos de reflexão e de retextualização na contação de histórias infantis em ambiente digital

Abstract

The aim of this research is to analyze and understand the linguistic reflective processes developed by children during the activity of telling and retelling of children's stories, through the support of technological devices for recording and reproducing video. In this action, we seek to provide children with the conditions for them to access their oral texts in order to use these as the basis for the development of planning and organization strategies for the discursive genre. With this action, we intend to broaden children's perception of their linguistic-discursive competence by offering them the observation of their oral performance in a complete way (language, situational context, body behavior, among others) and to examine how this self-perception can contribute to the practice of public oral textual genres. Along this path, we took as a theoretical reference the works of Vygotsky (1991, 2001, 2004, 2008, 2018) and Volóchinov (2017) in the field of psychology and philosophy of language; the works of Dolz and Schnewly (2004), Marcuschi (2010), Rojo (2006, 2015) and Bakhtin (2011) for addressing discursive/textual genres; François (1996, 2006, 2009), Perroni (1992), Brandão (2015) as guiding issues in children's narrative; the works of Steinberg (1988), Kendon (1982, 2000, 2011) and McNeil (2000) in the analysis of multisystemic aspects of speech; and in Santaella (2004, 2007, 2013), Lévy (1999), Frade and Glória (2015) and Rojo (2013, 2015) the theoretical framework that deals with the contexts of technological mediation and multiliteracies. Our research was methodologically organized in two meetings with two children (7-year-old students of the second year of elementary school, one female and the other male) in stages structured as follows: at first, the child watches a children's story available on YouTube; in a second moment, the child tells this story again to the researcher (this moment was recorded); in the third moment, the child watches the video of his/her telling, is invited to reflect on it and, together with the researcher's considerations, establishes adjustments and modifications to be incorporated in the second telling; in the fourth moment, a final version of the story is presented, in which we observe the incorporation or not of the guidelines given. In this process, we encourage the children to observe the completeness of their performance, being attentive to all verbal and non-verbal linguistic manifestations (gestures, posture, kinesics) that are constitutive of public oral genres. The results found in this process of retextualization from oral to oral indicate a tendency for children to prioritize their bodily behavior (gestures, body swings) and emotional aspects (nervousness, shame) during storytelling, but also a well-oriented internalization of discursive issues discussed with the researcher, resulting in a more planned later oral textual production.