A Reescrita no ensino formal: ações e intervenções com o uso de mídia digital

Abstract

The current Master's thesis describes a based interpretative empirical research that aims to investigate the categories of interactive practices that emerge on the rewriting's process in a context of mediation provided from the use of Information and Communication Technologies. The corpus consists of coming data from a literature review and a literature-documentary review and coming data in educational contexts in the town of Dourados, the location of the research. The investigation focus on the insertion of these technologies in teaching and learning practices of writing, theme embraced by official documents relating to the National Education, having as theoretical support considerations regarding: the writing, the use of the Internet and multimedia in teaching and in other instances, the notion of rewriting and multiliteracies. There is the delineation of three focuses: in a first moment, in order to check the current state of the art, it is brought to the discussion some studies about the concept / process of rewriting and its focalization as an object of research in Brazil and abroad. In the second stage of the work, it is evoked the methodological aspects with the presentation of the embraced institutional environments, the Virtual Learning Environment used with the intention of instigate synchronous / asynchronous interactions and the research subjects implied. In this part of the research, there is the description of the physical environments (a public school of Basic Education where we operated with two classes from the third year of high school and an academic unit where we operated with a graduating class of the 7th semester of the Languages course), the virtual environment and the investigation subjects of the research. The background activity was the application of a Teaching Sequence of the opinion articles' genre (BARBOSA, 2006) that motivated the process of writing / rewriting outlined by the participants subject of the referred research in two levels of education. The textual versions, the underlying interventions mediated by digital interfaces (AVA Moodle quickmail / email and features of Word application) illustrate the research's object constituted by students/teachers interactive practice's categories stemming from the rewriting process. Finally, the results, in limited and representative cutout, demonstrate these interactive practices categories between teacher (in cases of intervention / mediation) and (the) students or academics (compared to the teacher's intervention ) that emerge on the rewriting process.