O uso do Padlet para a produção textual em língua portuguesa

Abstract

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 assist in learning in a meaningful way. In this sense, the Padlet tool presents itself as a possible resource to be used in this context to propose collaborative learning. That said, the present study aims to analyze the use of the digital tool Padlet to practice textual production in Portuguese, in a 3rd grade high school class. To this end, we take as references studies that discuss the teaching of the Portuguese language, turning our gaze to text production (ANTUNES, 2003; MARCUSCHI, 2008; GERALDI, 2012); Furthermore, 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 3rd grade class at 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 corpus constituted, 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 interviews and questionnaires. In the end, it is clear that the intervention carried out was capable of making text-producing students more critical and reflective, with satisfactory results in the teaching and learning process of text production in Portuguese. Since the use of Padlet associated with a didactic sequence was different to the results presented, as this online tool was used for a littleknown purpose, such as the production of dissertation-argumentative texts, with a resource already appropriate for teaching textual genres. Furthermore, as final products, the tutorial for using Padlet on the cell phone and the didactic sequence for the teacher with guidance on using Padlet for textual production and one to be made available to students were prepared.