A tecnologia de informação e comunicação e grupos de discussão para produção de textos dissertativos

Abstract

This work was developed in the Master's Program in Education, in the search line in the Teacher Training and Teaching Professional Practice at the University of West Paulista. Aimed to investigate and analyze the influence of information and communication technologies and discussion groups in the development and production dissertativos texts. Our arguments are embasaram in theoretical studies as Freire (2014), Moran (2005), Almeida (2005), Marcushi (2014), Koch (2013). In this research we observed a group of 06 (six) students of a particular course of writing, aged 18 (eighteen) and 25 (twenty five) years. Data were collected combining questionnaires, group discussion with participant observation, using technological devices (internet, video and mobile technology) and analysis of texts produced dissertativos. The methodology was qualitative, and ran five different times. In the first, students answered a questionnaire on the use and familiarity of students with the technologies, which aimed to make an initial diagnosis. This information helped guide the adoption of pedagogical tools relevant to the group. In a second stage, there was the first textual production dissertation students. In the third moment came the group discussion with the use of technological devices on the topic proposed in the final dissertation. In the fourth time the latest thematic productions were collected in order to make a comparative evaluation between the first and last production. In the fifth time we applied the final questionnaire, in which we see the perception of the students regarding the own textual development. For analysis of the results were created in the following categories: 1. change language for the cultural norms of the language; 2. collaborative learning; 3. the development of critical thinking; 4. evidence of textual authorship. It was concluded at the end that the discussion group assisted in the collaborative learning, providing more arguments to the text's authors. The development of critical thinking became clear that the discussion group allied technology has made the student show knowledge in his statement on what he was saying; who was saying; the strategies to say and stand as author of the text.