O uso de tecnologias digitais no processo de escrita: deslocamento de práticas e contribuições

Abstract

The digital technologies present in contemporary times change the forms of interaction and reconfigure the ways of producing and consuming knowledge. The devices of virtual connections are part of the daily life of the 21st century student and, in the present scenario, the arrival of mobile applications facilitated access to digital fields in which the student acts sometimes as a spectator and sometimes as a content producer. In view of this, by recognizing the pluralities in the ways of teaching text production and the possible paths that literacies propose, the research is inscribed in the field of Applied Linguistics, with the general objective of investigating how the use of a mobile application, developed especially for this study, it can contribute and enhance the process of writing texts. Based on the theoretical construct of writing in cyberspace (Remenche, 2015, 2021; Rojo, 2009, 2013, 2019; Sibilia, 2012), literacies (Cope, Kalantzis and Pinheiro, 2020); technology (Kenski, 2007, 2012; Rojo and Moura, 2019), and qualitative research methodology, from the perspective of Minayo (2002), interpretivist, under the theory of Moita Lopes (1994) and interventional, from the perspective of Baptista , Noguchi and Calil (2006), the path of analysis was delimited by means of three parameters, namely: usability of the application, language activities and multimodal analysis and potential for teaching text production. The corpus of the analysis consists of twelve textual productions, written by volunteer students during a text production workshop, carried out for this research, in a private school in Curitiba, under the approval of the Research Ethics Committee, as provided for in the documents UTFPR regulations. The preliminary results reveal that the textual productions in which the volunteer students did not use the entire route that the application has, resulted in incomplete productions or with breaks in sequence, however, it was possible to perceive that the language activities were mobilized through the material made available in the application along with discussions from the text production workshop. Therefore, the research results prove that there are contributions and potentialities developed in the writing process when added to an educational mobile application.