A plataforma digital “Redação Paraná” a partir do ensino

Abstract

This work presents an analysis, from a teaching of writing point of view, of the digital platform Redação Paraná. The purpose of this research is to understand the positive and negative impacts that result from the use of “digital” teaching platforms in schools and how they influence teachers’ daily work. In the context of the state of Paraná, especially in educational institutions maintained by the state government, an increasing use of educational platforms has been observed since 2020 as imposed by the State Department of Education of the State of Paraná. From this context, the general objective of this work is to analyze the positive and negative aspects of the Redação Paraná platform based on the experience of one of the authors during the use of this platform in the activities of the Programa Residência Pedagógica, 2022-2023 edition. Furthermore, the specific objectives outlined encompass not only the investigation of the background and historical evolution of the aforementioned platform but also the analysis of its practical functioning from a teaching perspective. Therefore, we looked for some possible limitations and possible benefits to the daily life of teaching writing. This study finds theoretical support in the works of Marcuschi (2008), who addresses the production of textual genres in the school environment, and Ruiz (1998), who focuses on methodologies for evaluating textual production. As for the methodology, the initial phase consists of a bibliographic review, followed by an analysis of the functionalities offered by the platform. In approaching this complex topic, our objective is to promote reflection on educational, technological and social issues that arise from the use of Redação Paraná in teaching of writing in classrooms and, furthermore, to investigate whether such use effectively contributes to the assessment and the development of students’ written competence. We conclude that the platform has features that allow some flexibility, such as the possibility of introducing themes and supporting texts in the production process of a given textual genre. However, there are aspects that do not favor the teaching process, from the difficulty for students to access Redação Paraná, which represents a waste of class time, to the automatic correction of the text that occurs on the platform, which prevents a diagnosis of difficulties of students and, therefore, makes it impossible for the teacher to intervene at these points later.