Produção colaborativa na web: uma experiência de escrita digital a partir da tecnologia WIKI

Abstract

The new digital technologies, especially the Internet, have enabled many innovations in different sectors of human activity, pressing the educational system to engaging technology resources for education. In this paper, we analyzed the contribution of the appliance wiki and its use for writing/rewriting texts. With this appliance, there is a break on the linearity of conventional writing for enabling the collaborative construction of (hyper)texts on the Web, favoring the multiple languages mixing (verbal, imagery, sound, graphics etc.), besides the inserting of hyperlinks, which offer the reader several possible of ways of reading. This study aims to present and discuss the results of a collaborative experience of hypertext production using the wiki technology, with a class of 27 students (divided into 6 groups) of basic education (2nd high school year) in a public school of Bataiporã city (Mato Grosso do Sul). Our work is placed in the field of Applied Linguistics, oriented from a qualitative methodology of data analysis, generated, first, after an intervention in the classroom and; later, from the record in the wiki platform of a corpus of 74 versions from the of hypertext production of one of the groups of research participants elapsed from May to August, 2012. As theoretical orientation, we used previous research on collaborative writing practices in the digital environment (GOMES, SOARES & LEITE, 2007; LIMA, 2009; Pinheiro, 2011); studies on digital literacy (COSCARELI, 2011; ROJO, 2012; SIGNORINI, 2012; MOITA LOPES, 2012), as well as papers that discuss the inherent characteristics of the (hyper)text (MARCUSHI, 2005; GOMES, 2010; GOMES 2011). With this study, it’s possible to say that there are positive results about the collaborative writing/rewriting of (hyper)texts using the wiki appliance, for facilitating the teacher’s evaluation work, providing teacher to follow the writing text process, that so the teacher can guide each learner according to his/her actual writing difficulties.