Uma análise quali-quantitativa das atividades de leitura em plataforma digital de inglês como recurso didático

Abstract

Technology has transformed the context of citizens in post-modernity, consequently, the insertion of technological tools in the teaching-learning process confirms this trend. During the pandemic period, these changes were faster. In the post-pandemic phase, there is a need for a more in-depth study on how technological tools reflect on the teaching-learning process. Therefore, this research focused on the use of technological resources for teaching the curricular component of Foreign Language - English Language. In the context of Paraná, the Paraná-EF English Platform was implemented, a resource for teaching English to be used in the public school system. This study investigated, specifically, the English language reading activities offered by the platform adopted by the Secretary of Education of the State of Paraná for the teaching of English in all public schools in Elementary and High School. The English activities of the General English course at the basic and beginner level were selected, due to the fact that most students in the state network are included in one of these levels. In this sense, the following work presents an analysis of reading activities through the aforementioned platform, based on theories of reading and cognition (KLEIMAN, 2004) together with theoretical subsidies on reading in a second language (AEBERSOLD; FIELD, 1997; GRABE; STOLLER, 2012, TOMITCH, 2000; 2009), multiliteracies, digital reading, semiotics and hypertext. Qualiquantitative research methodology was used through the quantitative survey of the reading activities presented on the platform and the qualitative analysis of reading activities based on active and passive activities (CORREA, 2006) in prereading, during reading and post-reading moments, considered by scholars as recommended for achieving reading proficiency (TOMITCH, 2009). The skills and abilities brought by the BNCC (BRASIL, 2017) were also used for the analysis. The results of the survey show the predominance of passive activities, in contrast to the lack of active activities. Qualitative analysis demonstrates the predominance of reading activities that are limited to the level of literal understanding, in addition to repetitive and sometimes mechanized activities of fixing vocabulary and grammar. Thus, it is noted that the proposal for reading offered by the platform does not match the theoretical assumptions of reading as a construction of meaning. Despite the platform being a multimodal digital resource, the reading activities do not explore multimodality or multiliteracies in depth.