Língua, tecnologia e educação: novas tecnologias, novas linguagens

Abstract

This paper presents the design and implementation of a genre-based task which, based on the students' interests, allowed the computer to be integrated into the Portuguese language classroom of 11th grade students and the repercussions of using this technological resource as a pedagogical mediator in face-to-face classes to be investigated. This research is based on the social-interactionist view of language and learning (cf. Halliday (1985/89) and Vygotsky (1934/98) respectively). In order to operationalize the research, the model of factors in CALL (Computer-Assisted Language Leaming) previously proposed by Freire (1992) was reviewed. Based on these foundations, the study is also based on Nunan's (1989) and Wiílis' (1996) notion of task, which is articulated with a proposal for implementing gender in the classroom, proposed by Ramos (2000). The methodological line chosen was the case study, taking as its context a secondary school in the city of Maputo, involving the researcher and 57 students. This study comprised three phases: surveying the students' interests, designing and implementing the task and investigating its repercussions from the participants' perspective. The results obtained confirm the participants' involvement in collaborative work that resulted in learning in a broad sense, going beyond a purely linguistic approach and creating possibilities for bringing the world into the classroom. They also highlight the creation of new channels of interaction, expanding the possibilities for co-constructing knowledge. (TRADUÇAO NOSSA)