Ensino de língua portuguesa por meio da metodologia WebQuest no ensino regular: uma proposta didática que inclui o mundo virtual dos aprendizes na sala de aula

Abstract

The present research was carried out from the theme "the teaching of languages mediated by the computer" having as a research question "how the WebQuest methodology can contribute to the process of teaching and learning of the Portuguese language in a group of ninth year of the primary education of the public network? ". To answer this question, we had as general objective to analyze the implementation of an interactive and adaptive WebQuest aimed at the teaching of Portuguese language, in a class of 9th grade Primary School, the municipal public school network, in the municipality of Santana do Livramento/RS. To accomplish this, we set out three specific objectives: 1) To prepare a digital didactic material aimed at teaching Portuguese; 2) Analyze the implementation process of an interactive and adaptive WebQuest pointing out the possible benefits and limitations of the product elaborated with the target group, and 3) To increase the work with writing and oral skills in the classroom through Interactive and Adaptive WebQuest. The methodology used in this research was Thiollent's Action Research (2011), which is a qualitative one, with the purpose of obtaining an initial diagnosis. The teaching methodology was anchored by the authors Marcuschi (2001, 2004 and 2005) and Antunes (2003, 2009 and 2014) who defend the study of language from an interactionist perspective. To corroborate this, we also follow the assumptions of Vygotsky (1978), author who understands that the cognitive development of the subject occurs from the social interaction with its environment. With regard to the teaching of languages through technologies, we use the writings of Buzato (2006) and Leffa (2006). In this sense, the elaboration and implementation of Interactive and Adaptive WebQuest was from Dodge (1995), Abar and Barbosa (2008), Leffa (2012), Santos (2014) and Botenttuit (2015). Data collection was based on Dodge (1999), one completed by the students to evaluate the elaboration of WebQuest and another completed by the teacher, to evaluate the students' performance, also, through the questionnaire applied at the end of the pedagogical intervention and field notes. From the analysis carried out, we could observe that, with the Interactive and Adaptive WebQuest methodology, the students were more motivated and engaged in the execution of the mini tasks and task, providing more favorable conditions of learning from interactive activities, building knowledge of cooperative and collaborative form based on the use of human and non-human resources, albeit with some limitations due to the school structure and the students' resistance to the reading of the available resources.