O engajamento discente no ensino de português língua adicional: material didático autoral voltado à produção colaborativa de vídeos - verbetes sobre a fronteira Brasil/Uruguai

Abstract

This master's thesis proposes to contribute to a possible expansion of student engagement in the teaching of Portuguese as an Additional Language (PAL). The present research was developed during the Professional Master of Language Teaching, with the objective of implementing Authorial Didactic Material (ADM) aimed at the collaborative production of interactive videos in a class of first and second year of high school at a private school in Rivera - Uy, a city next to the municipality of Santana do Livramento - RS - Brazil. Through the ADM, composed of seven classes, a didactic proposal for collaborative production of interactive videos was implemented, to stimulate the written production of these students at PAL, with the help of New Information and Communication Technologies (NCITs), using greater engagement. This work had as specified objectives: to identify the types of student participation in PAL classes throughout the development of the proposal; understand the main challenges and resources during the collaborative production of interactive videos by the students; proportion of reformulations in the AMD for teaching PAL, based on a specific didactic experience, with a view to socializing this material for use in other similar teaching contexts. The theoretical basis was built, especially, by the following concepts and authors: Frontier, Sturza (2005) and Mota (2010); Additional Language, Schlatter and Garcez (2009); Student engagement, Fredricks, Blumenfeld and Paris (2004) and Harris (2008); Collaborative Writing Strategies (CSW), Lowry et al. (2004 apud BARROS, 2015; PINHEIRO, 2009); textual genre, Marcuschi (2008). Collaborative Writing Strategies (CSW), Lowry et al. (2004 apud BARROS 2015; PINHEIRO 2009); textual genre, Marcuschi (2008). As for the results obtained, it was possible to perceive that there was cognitive, behavioral and emotional engagement of students throughout the realization of the intervention proposal. According to the collaborative production of interactive videos with (CSW), we observed the difficulties of collaborative written production at the beginning of the implementation of the ADM and, more towards the end of the proposal, the ease in carrying out the group production, after understanding the students of how to use collaborative writing strategies. After the implementation of the ADM, reformulations were carried out that were necessary for the socialization of this material in other teaching contexts.