Banca de QUALIFICAÇÃO: RUSSIANA COSTA SANTOS DA SILVA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : RUSSIANA COSTA SANTOS DA SILVA
DATE: 04/11/2022
TIME: 15:00
LOCAL: Google Meet: https://meet.google.com/ucu-vsjm-vuj
TITLE:

THE USE OF PADLET FOR TEXT PRODUCTION IN PORTUGUESE LANGUAGE

KEY WORDS:

Portuguese Language; Text Production; Padlet; Collaborative learning.

PAGES: 95
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

The teaching of text production in Portuguese Language, nowadays, should take into account some factors such as the protagonism of the learner and the use of methodologies and technologies that help learning in a meaningful way. In this sense, Padlet presents itself as a possible tool to be used in this context for the proposition of collaborative learning. Therefore, this study aims to analyze the use of the digital tool Padlet for the practice of text production in Portuguese language, in a third grade high school class. To do so, we take as references the documents that guide the teaching of Portuguese Language for High School (BRASIL, 2000; 2018), as well as studies that discuss the teaching of Portuguese Language, turning our gaze to text production (ANTUNES, 2003; MARCUSCHI, 2008; GERALDI, 2012); in addition, we bring reflections on active methodologies and collaborative learning (BACICH; MORAN, 2018; MORAN, 2019; TORRES; IRALA, 2014) to ground our intervention based on the Didactic Sequence model proposed by Dolz, Noverraz and Schneuwly (2004). As for the methodology, we will use action research, anchored in a qualitative approach, of applied and exploratory nature (TRIPP, 2005; GIL, 2017; GOMES; GOMES, 2020), from an intervention carried out with a 3rd grade class of  high school of a Full-Time State School in the city of Macau-RN. In this study, we will perform a descriptive-interpretativist analysis based on the constituted corpus, based on the following stages: a) planning: questionnaire application and readaptation of the didactic sequence initially proposed; b) implementation: application of the didactic sequence with text production activities in the Padlet tool and direct observation of the activities; and, c) evaluation: with analysis of the text production, use of semi-structured interview and questionnaire. At the end, it is expected that the intervention can make students more critical and reflective text producers, aiming to improve the teaching and learning process of text production in Portuguese. Moreover, a didactic guide will be produced for the teacher with the didactic sequence and guidelines on the use of Padlet for text production.

COMMITTEE MEMBERS:
Presidente - 2916579 - LUCELIO DANTAS DE AQUINO
Interno - ***.503.654-** - KLEBER TAVARES FERNANDES - UFERSA
Interna - ***.064.828-** - SELMA ALAS MARTINS - UFRN
Externa ao Programa - 349685 - MARIA DAS GRACAS SOARES RODRIGUES - UFRN