Práticas de letramento na escola: produzindo minicontos com a temática do racismo por meio da ferramenta de escrita colaborativa – Padlet

Abstract

Contemporaneity has posed new challenges in the field of teaching, so it is necessary to take into account the new demands of the formation of the subject, which cannot happen only on the basis of a plastered curriculum, but that has as its guide an innovative teaching with literacy practices. that give subsidies to students to perform meaningful activities in society. And technology in the school space has gained its due importance, so digital literacy is a necessity for today's educational practices. In view of this context and following an approach to transdisciplinary present in Applied Linguistics (MOITA LOPES, 1998), as well as the proposal to work on issues related to the context of the classroom, and real uses of language, the objective of this study is to present the application of a didactic sequence that enables digital and literary literacy, with the production of multimodal mini-stories with the theme of racism, with students of the 5th year of a municipal school in Olivedos-PB, through the Padlet tool. As specific objectives we intend to: Promote new reading and writing practices through the study of African and Afro-Brazilian culture permeated by racism from the works O mundo no Black Power by Tayó and the collection of African Tales and Minicontos; Use the Padlet tool as a pedagogical didactic resource in Portuguese language classes; Understand the importance of collaborative writing linked to the use of technologies, promoting students to use language in a meaningful way in virtual environments. The methodology of this work is based on interpretation, following a qualitative/quantitative approach and action research (BORTONI-RICARDO, 2008). To support the theories present in this research, we used the theoretical assumptions of Rojo (2008, 2009, 2012), Soares (2003, 2002), Kleiman (1995), Cosson (2006), Moran, Masetto and Behrens (2013), by kenski (2012), by Coscarelli (2016), by Lévy (1993), by Moita Lopes (1998), by Costa Hübes (2008), by Lopes Rossi (2006), by Gil (2008), by Bortoni- Ricardo (2008), by Dolz, Noverraz and Schneuwly (2004), among others. As instruments for data collection, a sociocultural questionnaire and a semi-structured online questionnaire were used, application of a didactic sequence with moments of reading and writing, and the students' textual production in the collaborative writing tool of Padlet. As a result of the application of the sequence in question, a more effective participation of the students in the discussions, as it is a topic of a social nature and that approaches their experiences, as well as an opening at the moment of apprehension of the proposed literary readings, and the joint participation in the process of collaborative textual production in the digital tool, considering that the innovative support enabled the students to have an authorial and innovative writing.