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A aprendizagem de gênero literário, leitura e interpretação de texto de estudantes do ensino médio de Itiúba através de computadores e redes sociais: um estudo de caso
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Abstract(s)
Este trabalho observou a prática da escrita por alunos do turno matutino do Colégio Estadual Ary Silva, em Itiúba, Bahia. Tinha como objetivo verificar a possibilidade de mudança de gênero literário com a produção e postagem de texto virtual. Para isso pretendeu analisar se havia inovação na aprendizagem de gênero literário, leitura e interpretação de texto por estudantes do Ensino Médio de Itiúba através de computadores e redes sociais. O trabalho constituiuse de uma pesquisa qualitativa, um estudo de caso etnográfico, através da observação participante de conversas informais e de entrevistas semi-diretivas com os alunos, sua condição social, seu espaço geográfico e cotidiano, além do olhar ponderador de professores quanto ao uso de tecnologias e redes sociais. O estudo verificou quais as condições para produção de texto de acordo com as tecnologias mais utilizadas pelos estudantes e também analisou o conteúdo da escrita e de suas postagens em blogs, sites e outras redes sociais. Foi importante perceber que boa parte dos alunos trabalhava de forma mediadora e autônoma enquanto construía e compartilhava os textos sem qualquer preocupação ou desejo de apenas cumprir interesses do currículo escolar. Tal prática estava alicerçada aos ideais pedagógicos de aprendizagem não-diretiva, autônoma e mediadora que permeiam as teorias pedagógicas interacionistas. Os resultados finais revelaram que os textos produzidos pelos alunos adolescentes em redes sociais eram produções múltiplas que em geral não tinham compromisso com os modelos tradicionais. Identificou-se nos acessos da postagem virtual um gênero de escrita diversificado, que ainda se desenvolve numa fase de transição, bem próximo das caraterísticas do sujeito pós-industrial do século XXI.
This paper has observed the practice of writing of the students of the morning period of the State High School Ary Silva, in the city of Itiúba, Bahia. It had as aim to verify the possibility of change of the literary genre with the production and publication of virtual texts. In order to do so, it aimed to analyze if there was innovation in the literary genre learning, reading and interpretation of texts by high school students through computers and social networks. The dissertation is constituted by a qualitative research, an ethnographic case study, through the participating observation of informal conversations and semi-directive interviews with the students, their social condition, their geographic and daily space, besides the weighted view of the teachers about the use of technologies and social media. The study verified what are the conditions to the production of texts according to the technologies more used by the students and also verified the content of their writing and blog publications, sites and other social media. It was important to notice that a good part of the students worked in a mediator and autonomous manner as they constructed and shared the texts with no preoccupation or desire to fulfill the requirements of the scholar curriculum. Such practice was rooted to the pedagogical ideals of the non-directive, autonomous and mediated learning that permeate the pedagogical interactive theories. The final results revealed that the texts produced by the teenager students in social media were multiple productions that generally did not have the compromise with the traditional models. It was identified in the access to the virtual publication, a diversified genre of writing that is still being developed, very near to the characteristics of the post-industrial subject of the XXI century.
This paper has observed the practice of writing of the students of the morning period of the State High School Ary Silva, in the city of Itiúba, Bahia. It had as aim to verify the possibility of change of the literary genre with the production and publication of virtual texts. In order to do so, it aimed to analyze if there was innovation in the literary genre learning, reading and interpretation of texts by high school students through computers and social networks. The dissertation is constituted by a qualitative research, an ethnographic case study, through the participating observation of informal conversations and semi-directive interviews with the students, their social condition, their geographic and daily space, besides the weighted view of the teachers about the use of technologies and social media. The study verified what are the conditions to the production of texts according to the technologies more used by the students and also verified the content of their writing and blog publications, sites and other social media. It was important to notice that a good part of the students worked in a mediator and autonomous manner as they constructed and shared the texts with no preoccupation or desire to fulfill the requirements of the scholar curriculum. Such practice was rooted to the pedagogical ideals of the non-directive, autonomous and mediated learning that permeate the pedagogical interactive theories. The final results revealed that the texts produced by the teenager students in social media were multiple productions that generally did not have the compromise with the traditional models. It was identified in the access to the virtual publication, a diversified genre of writing that is still being developed, very near to the characteristics of the post-industrial subject of the XXI century.
Description
Keywords
Gênero literário Virtual Inovação Escrita Mediadora Literary genre Virtual Innovative Writing Mediator Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais