A Produção de texto na Plataforma Redação Paraná: um estudo comparativo com a produção de texto manuscrita

Abstract

This research has os its study object the plataform called Redação Paraná, the digital writting of text production that was implanted on Paraná’s state education network, in 2021, a new way to writing texts on school. The research problem of this quantitative research is to investigate if the plataform contributed to text production in the curriculum component to Portuguese Language with the main goal of comparing digital writing texts to handwriting ones, aiming to analyze if there is any diferences on the students writing when producing texts in the same speech genre, the opinion article, but on different platforms. As to the formulation of the theoretical foundation we first shelter ourselves on the speech genres theory, by Bakhtin (2003[1979]), where the author defines speech genres as types of relatively stable discourses, built from three inseparable elements: thematic content, composicional structure and writing style. To complemente and evaluate the texts, we also relied on Text Linguistics Theory, in which text is the main study object, beginning with the concepts of Koch (2022, 2021) and on the Multiliteracies Theory, by Rojo (2013, 2015) that find it relevant to look at the new production ways, settings and texts circulation. We also brought to our theoretical foundation, the opinion article genre, (FIORIN, 2020), (RODRIGUEZ, 2007), the selected genre to the texts production, and rubric assessment concepts, by Fernandes (2021). To data gathering, the methodological procedures were developed in school, with the same class (1° year of High School). The students first did the proposal on the plataform and next the handwritten one. For both textual productions the students were given the same instructions. The data analysis was performed begginig from the rubrics corrective feedback, available in the Redação Paraná plataform. It was delimited as our research goal to verify how the plataform Redação Paraná could contibuted to Portuguese Language component. Results show, from the analysis that were made, by comparing one text produced on the plataform with one that was handwritten by the students, that even still being under construction (given that since its implantation the plataform went through some changes), the plataform contributes to the students writting, mainly if looking at the criterion evaluated by the plataforma, Where the student has the possibility of correcting language mistakes such as spelling, punctuation, orality marks, syntax and semantics. However, it is necessary to remember the necessity of the student understand its functioning and the need of the teacher search for new knowledge into the digital context production. We hope that this research can help with the prescribed teacher work, with the plataforma use for text production in school and, furthermore, with others similar studies.