Banca de DEFESA: RUSSIANA COSTA SANTOS DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : RUSSIANA COSTA SANTOS DA SILVA
DATE: 25/08/2023
TIME: 14:00
LOCAL: Via Google Meet
TITLE:

THE USE OF PADLET FOR TEXT PRODUCTION IN PORTUGUESE LANGUAGE

KEY WORDS:

Portuguese Language; Text Production; Padlet; Collaborative learning.

PAGES: 155
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

The teaching of textual production in Portuguese, nowadays, should give more emphasis to some factors such as the protagonism of the learner and the use of methodologies and technologies that help in learning in a meaningful way. In this sense, the Padlet tool presents itself as a possible tool to be used in this context to propose collaborative learning. That said, the present study aims to analyze the use of the Padlet digital tool for the practice of textual production in Portuguese, in a 3rd grade high school class. For that, we take as reference the studies that discuss the teaching of the Portuguese language, turning our attention to the production of texts (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 support our intervention based on the Didactic Sequence model proposed by Dolz, Noverraz and Schneuwly (2004) . As for the methodology, we used action research, anchored in a qualitative approach, of an applied and exploratory nature (TRIPP, 2005; GIL, 2017; GOMES; GOMES, 2020), based on an intervention carried out with a group of the 3rd grade of High School at a Full-Time State School, in the city of Macau-RN. In this study, we carried out a descriptive-interpretative analysis based on the constituted corpus, based on the following steps: a) planning: application of a questionnaire and readaptation of the initially proposed didactic sequence; 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 text productions, use of semi-structured interview and questionnaire. In the end, it is evident that the intervention carried out was able to make students more critical and reflective text producers, with satisfactory results in the teaching and learning process of text production in Portuguese. Furthermore, as final products, the tutorial for using the Padlet on the cell phone and the didactic sequence for the teacher with guidelines on the use of the Padlet for textual production and one to be made available to students were produced.

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 - UFRNExterna à Instituição - JACIARA LIMEIRA DE AQUINO - UERN