A revista digital nas produções oral e escrita em convergência de mídias no ensino-aprendizagem de língua francesa

Abstract

This study aims to analyze the digital magazine in the teaching-learning of French language from its production. The proposal of practical insertion of technological tools in the educational context assumes an innovative character in the teaching approach of writing and speaking in a foreign language, considering the possibilities that these tools provide. In this perspective, this research adopts the digital magazine as a resource in which you can explore written and oral productions, as it allows the user to write text, insert recorded audio or video, insert images or photos taken from a mobile phone and other possibilities. Thus, inserting the digital magazine as a didactic resource in the language classroom means changing the teaching context, providing the teacher and students with a new methodology of teaching and learning. The theoretical basis for this practice is Jenkins (2013) and Santaella (2005, 2013) regarding the approach to media convergence, hypermedia and transmedia; Marcuschi (2010) regarding textual and digital genres and Schneuwly, Dolz and Noverraz (2011) with their approach to the teaching-learning of oral and written genres; Pedagogical intervention is carried out through a didactic sequence based on studies of Schneuwly, Dolz and Noverraz (2011); and also some authors who discuss the insertion of information and communication technologies – ICT – in teaching-learning such as Almeida & Valente (2011), Baranauskas et al (1999), Morán (2015) among others. The methodology has a qualitative character through action research for its interventionist aspect. The platform used is Joomag (edition and publication of magazines in virtual environment), which allows wide possibilities in the production of digital magazines. The collection tools used are the analysis of the materials used in the classroom, as well as the students’ final production – the digital magazine. The subjects of this intervention research were students of the language courses from an institution of Natal / RN. This research resulted in the understanding that it is possible to use the digital magazine for the teaching-learning of oral and written genres in the French language classroom and that the use of technological resources enables multiliteracies in student education.