O uso da Rádio Escola Web como estratégia de motivação na aula de língua portuguesa

Abstract

This work, developed within the scope of PROFLETRAS / UFJF, aims to contribute to the discussions about the didactic-pedagogical use of Communication and Information Digital Technology (CIDT) in the school, presenting a course completion work, of an interventional nature, that used the web radio school as a motivation strategy for working with Portuguese Language. The investigative locus is a public school in Itamarati de Minas - MG and the participants are 23 students from a 9th grade class, marked by apathy, lack of interest and lack of perspective, and the teacher-researcher who authored this study. It is characterized, methodologically, as an action research (TRIPP, 2005; ENGEL, 2000; THIOLLENT, 2011), this paper describes the design, application and analysis of an intervention proposal, in the form of a literacy project (KLEIMAN, 2005). The proposal was based on the development of contextualized activities of study of the language in use, in the oral-written relationship, privileging the study of oral texts that circulate in the radio sphere. Its main objective was to motivate the students to the Portuguese Language class, contributing to a meaningful learning. The theoretical bases that support the research are mainly in the discussions about the school as a place of learning (NÓVOA, 2007; GERALDI, 2010), about the learning modes (TOMASELLO, 2003), of collaborative learning (TORRES, 2014), of the youth protagonism (COSTA, 2007), and of the motivation (CAVENACHI; BZUNECK, 2009; BZUNECK, s / d). The research also addresses the Portuguese class, its purpose and object of teaching (ANTUNES, 2003; GERALDI, 2012), presents the learning axes, focusing on orality (DOLZ; SCHNEUWLY, 2004; MIRANDA, 2005, 2006; DOLZ, BUENO, 2015), bringing a discussion about linguistic analysis and reflective teaching of language (MENDONÇA, 2006; BEZERRA; REINALDO, 2013, ANTUNES, 2003, 2007, 2014, GERALDI, 2012) and an approach to discursive genres (SCHNEUWLY ;DOLZ, 2004), and the use of radio in school (DOLZ; MESSIAS, 2015; ASSUMPTION, 2008). In addition, it considers the guidelines of the PCN (1998) and CBC (2005) on the teaching of Portuguese Language. The results of the intervention point to a significant increase in the motivation to perform the activities of studying the language, an awakening to the protagonism, an advance in oral practices, a expansion of knowledge about radio genres and linguistic knowledge, in general. In addition, the inclusion of the TDIC and collaborative work approximated teacher and students, creating a relationship more conducive to teaching and learning.