Blogs educacionais não institucionais para ensino de língua portuguesa

Abstract

This research had as objective to present an educational blog, non - institutional, focused on the teaching and learning of Portuguese language, as well as analyzing the speeches that compose the posts of pedagogical proposals, identifying which readers are targeted, with the proposal to understand the representations built by the teacher blogger on the teaching of the Portuguese language. In order to reach the proposed objective, we adopt the concepts of Sociodiscursive Interactionism (ISD) and Bronckart analysis procedure framework ([1999] 2009, 2003, 2004, 2006, 2008) and Bronckart and Machado (2009), regarding the procedures of analysis and interpretation that involve the collection of information about the sociointeractional context of teaching work and language activities. The concepts proposed by ISD and by Bronckart and Machado are based on the elements that aim to investigate and interpret the representations constructed by the teacher in his objective, subjective and social world. The texts (questionnaire, statements produced by the teacher and comments made by blog users), posted on the blog, were constituted as our research tools. For the analysis, we made a cut in the theoretical assumptions of Bronckart and Machado, focusing on the analysis of the context of production of texts, on the general infrastructure of texts (global plan of thematic contents and types of discourses) and mechanisms of responsibility enunciation (modalizations and voices that assume or account for what is being said), given that, for Bronckart (2012), the enunciative dimension is related to the attribution of responsibility for the enunciation and the way in which the actors stand before the utterances, through of judgment, opinions and feelings, that is, their evaluation of facts or themes. We found that by using the blog as a technological technological resource for Portuguese language teaching, the blogger teacher does so by bringing with her all the experience she has acquired over more than 30 years as a teacher. However, even if using the blog as a digital tool, the blogger teacher develops a process of teaching and learning Portuguese under a content perspective (teaching rules and norms of the Portuguese language). The blog constructed by the blogger teacher, even though it has interactive potential, as it is structured and with the types of activities proposed, is limited in the development of communicative skills in the user-readers, considering only the grammatical and linguistic aspects of language teaching Portuguese and not the discursive and interactional dimension of language and language. We also verified that the language activity proposed by the teacher blogger is an attempt to develop a pedagogical practice, approaching the students virtually, but that expose gaps in what concerns the work with the language and language in the digital media. We wait that this study contributes to the teacher formation process by presenting a reflection about the teaching of the Portuguese language in contemporary times, since there is an emergence of textual practices in cyberspace, since language acquires a new configuration.