O gênero fábula em ambiente digital numa proposta didática rumo aos multiletramentos: confabulando

Abstract

The present dissertation exposes the results of a research based on a interventive and qualitative method. The main focus is the development of an educational product which contemplates the multiliteracy, initiated by the discursive genre of the fable applied at a middle school in the city of Cambé, the Brazilian state of Paraná. The research’s subject is approached with theoretical assumptions directed to the literary and discursive genres, the multiliteracy, the new information technologies and, particularly, the act of teaching itself (BAKHTIN, 1997, ADAM, 2011, 2017, ROJO AND BARBOSA, 2015; COSSON, 2014). The guiding question focuses on the pedagogical need to advance qualitatively in didactic activities regarding the Portuguese Language, through the digital environment. The aim is to articulate a interventional experience which incorporates the virtual environment and the social networks to classes, that being parallel to a didactic sequence which integrates the official Teaching Work Plan. This concept allowed for the development of the website “(Con)fabulando” and of its teaching sequence, which resulted in the development of the intended educational product, as well as activities used during the internship part of the Master’s traineeship. The results of the product’s application reveal positive data regarding the integration of the teacher / student / curriculum. Furthermore, the didactic sequence is shown to facilitate its use in other discursive and literary genres, given the need to introduce multiliteracy in the school environment.