Como a tecnologia pode favorecer jovens da geração Z a melhorar o desempenho escolar em língua portuguesa

Abstract

This study seeks to reflect on the differences experienced between different generations, focusing on Generation Z (young people born after 1995, who grew up in a world integrated with contemporary digital technologies) and how these changes can enable new ways for Generation Z students to learn and develop digital literacy during Portuguese classes. We seek to develop research by merging teaching with both environments: face-to-face and on-line, as well as the use of contemporary technological resources and an active teaching methodology. We based our studies on five steps for the contribution of netnographic studies. In the first stage, the reading and analysis of research sources was carried out for the development of the theoretical foundation of the work. We started with Tapscott (2010), Palfrey and Gasser (2011) to reflect on the differences between generations, specifically Generation Z, Kleiman (2007), Moran (2019) guided us to the fundamentals of digital literacy; Bakhtin (2003) and Marcushi (2008) for the foundation in the discursive/textual genres and the contextualization of the Hybrid Teaching with Bacich, Tanzi Neto (2015) used as a teaching proposal the blended learing and the Flipped Classroom Bergmann and Sams (2016). We did application of lesson plans about discursive/textual imagery genres: strip, cartoon, cartoon and meme, in the journalistic sphere. The research had the locus in a private school in João Pessoa, with students from the seventh grade of Elementary School, which allowed us to experience in practice the use of methodological processes that involve contemporary digital technologies during the process of active learning, the development of the digital literacy and the use of a questionnaire aimed at students participating in these classes, in order to reflect about uses and effectiveness of inserting technological resources during Portuguese classes.