Metodologias ativas e tecnologias digitais nas aulas de produção escrita em língua portuguesa: uma sugestão de aplicabilidade

Abstract

This work aims to contribute to the teaching practice from the elaboration and discussion of an educational object focused on the teaching of writing in Portuguese, in the context of elementary education 6 th and 7thgrades, elaborated in the light of Active Methodologies and Digital Technologies, thus seeking to demonstrate that it is possible to use new digital media as important alternatives for this practice. The theoretical framework that supports the proposal is divided into three articulated axes: Written production in the Portuguese language classroom (ANTUNES, 2003; MOTTA-ROTH, 2005) Active Methodologies (BACICH; MORAN, 2018) and Digital Technologies (PRENSK, 2001; KENSKI, 2003). The educational product was elaborated and discussed based on Leffa's Recursive Cycle (2007) and the aforementioned theoretical tripod. From the analysis and discussion of the educational product, it was possible to verify the potential of using the Active Methodologies Inverted Classroom and Team-Based Learning, enhanced by Digital Technologies, in the teaching of textual production in the context of elementary education. In addition, it was noticed that the Padlet and Canva tools are excellent resources for the production of multimodal and interactive materials. We conclude, therefore, that the use of active methodologies allied to TDIC when incorporated in the preparation of materials aimed at teaching textual production can expand the opportunities to develop the student's creative and autonomous writing competence.