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Gêneros discursivos digitais: os impactos do ambiente digital no ensino de língua portuguesa
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O presente estudo propõe-se a analisar de que modo o ambiente digital e os gêneros discursivos digitais podem impactar o ensino de Língua Portuguesa, bem como a
apresentar propostas de atividades pedagógicas significativas destinadas a alunos do 9.º ano de escolaridade. Busca-se articular os componentes curriculares da disciplina às
práticas de linguagem contemporâneas que integram o cotidiano dos jovens, considerando os gêneros multissemióticos e multimidiáticos presentes em ambientes
virtuais. A dissertação organiza-se em três capítulos. O primeiro capítulo apresenta a fundamentação teórica e conceitual acerca de gêneros textuais e de tipos de texto; discute os gêneros enquanto práticas discursivas e analisa sua reconfiguração nos espaços digitais, destacando os impactos da literacia digital no contexto educacional. O segundo capítulo descreve a metodologia adotada e apresenta a análise dos dados obtidos por meio da pesquisa realizada com alunos do 9.º ano de três escolas públicas brasileiras. O terceiro capítulo propõe duas estratégias de ensino voltadas para alunos do 9.º ano, delineando caminhos possíveis que promovam experiências significativas e o desenvolvimento de uma postura crítica diante das práticas sociais mediadas pelos meios de comunicação em ambientes digitais. Os resultados evidenciam transformações significativas nos hábitos de leitura dos estudantes, marcadas pela baixa adesão à leitura por iniciativa própria, pela preferência por textos breves, fragmentados e multimodais, assim como por dificuldades de concentração em leituras longas, o que aponta para a influência dos ambientes digitais sobre as práticas leitoras e para a necessidade de reconfiguração das práticas pedagógicas.
The study aims to analyse how the digital environment and the digital discourse genres that emerge from it may impact the teaching of Portuguese, as well as to propose meaningful pedagogical activities for 9th-grade students. It seeks to articulate the components of the subject with contemporary language practices that are part of young people´s daily lives, considering multisemiotic and multimedia genres present in virtual environments. The dissertation is organized into three chapters. The first presents the theoretical and conceptual framework concerning text genres and text types, discusses genres as discursive practices, and examines their reconfiguration in digital spaces, highlighting the impact of digital literacy in the educational context. The second chapter describes the adopted methodology and analyses the data obtained through research conducted with 9th-grade students from Brazilian public schools. The third chapter proposes two teaching strategies designed for 9th-grade students, outlining possible paths towards an education that promotes meaningful learning experiences and fosters a critical stance toward social practices mediated by communication and language in digital environments. The results reveal significant changes in students` reading habits, marked by low engagement in self-initiated reading, a preference for brief, fragmented, and multimodal texts, and difficulties in maintaining concentration during longer readings, which point to the influence of digital environments on reading practices and to the need to reconfigure pedagogical approaches.
The study aims to analyse how the digital environment and the digital discourse genres that emerge from it may impact the teaching of Portuguese, as well as to propose meaningful pedagogical activities for 9th-grade students. It seeks to articulate the components of the subject with contemporary language practices that are part of young people´s daily lives, considering multisemiotic and multimedia genres present in virtual environments. The dissertation is organized into three chapters. The first presents the theoretical and conceptual framework concerning text genres and text types, discusses genres as discursive practices, and examines their reconfiguration in digital spaces, highlighting the impact of digital literacy in the educational context. The second chapter describes the adopted methodology and analyses the data obtained through research conducted with 9th-grade students from Brazilian public schools. The third chapter proposes two teaching strategies designed for 9th-grade students, outlining possible paths towards an education that promotes meaningful learning experiences and fosters a critical stance toward social practices mediated by communication and language in digital environments. The results reveal significant changes in students` reading habits, marked by low engagement in self-initiated reading, a preference for brief, fragmented, and multimodal texts, and difficulties in maintaining concentration during longer readings, which point to the influence of digital environments on reading practices and to the need to reconfigure pedagogical approaches.
Descrição
Tese de Mestrado em Estudos de Língua Portuguesa, apresentada à Universidade Aberta
Palavras-chave
Gêneros discursivos digitais Leitura profunda Fragmentação da leitura Literacia digital Ensino Língua portuguesa Digital discourse genres Deep reading Reading fragmentation Digital literacy Portuguese language teaching