Gêneros discursivos digitais na formação docente: o blog em práticas de ensino

Abstract

The introduction of new media, dynamic and permanent changes revealed the discovery of new genres discourse, called digital genres. These genres are present in various social contexts, in different language use demonstrations. Based this assumption, this study aims to investigate the process of building digital genres in teacher training, from an experience in the classroom. Therefore, we develop an action research descriptive and interpretative qualitative approach. The research is based on studies of Bakhtin Circle and contemporary studies on the analysis of genres of discourse and digital genres of discourse. We report the construction and implementation of the workshop "Training teachers" developed with Letters-English course of the Federal University of Rio Grande do Norte, between 2015.1 and 2015.2, whose purpose was the production of digital genres blogs. The Workshop was attended by 19 students and were produced 19 different blogs. These productions, were chosen for analysis 2 blogs, with emphasis on how the authors built their blogs in view of their sayings projects, especially its thematic buildings, stylistic and compositional. Finally, we present a reflection of the importance of the workshop for a reframing of teaching practice of the subjects involved. As a result, the dissertation points out that the use of digital technologies by the teacher in teaching situations is a possibility of organizing teaching and learning in a systematic and enjoyable environment, whose teaching role in addition to guiding the process of reading and production of multimodal texts and multisemióticos, digital genres, also guides the student from a technological point of view, because assists in the use of available technology. In this proposal, the production digital genres blog, the concepcion class is resignifies, in that new teaching possibilities are available to the teacher. Thus, the process of teaching contributes to building a connected education to the needs of current education and for the production of plurals, collective and interactive knowledge.