Estilhaçando o espelho: ação e autorreflexão em uma experiência com o gênero discursivo storyboard no ensino de língua portuguesa

Abstract

This professional master's dissertation in Literature presents an autoethnographic account of a pedagogical intervention in a municipal public school in Niterói, Rio de Janeiro. The work in the classroom, with 48 students from two seventh grade classes, intended to give students creative autonomy, through a didactic sequence centered on the storyboard discursive genre. The objective was to promote creative freedom and the use of technology as ways both to contribute to the improvement of school life and to favor the teaching and learning of the Portuguese language. The work was supported by the idea that the teaching and learning process should be dialogical, prospecting the look of those who participate in it, and no longer monological, centered solely on the teacher, according to Bakhtin (2011). I positioned myself in this work as a teacher-researcher, seeking to record every aspect of everyday life in the classroom, in intersubjective contact with students, parents, pedagogical articulation team, other teachers and with the school space, creating, with this, as Bortoni-Ricardo (2008), a virtuous circle in which the teacher's action in the teaching and learning space generates reflection. I could see that the theory studied in PROFLETRAS can be applied to practice, from which they had ideas for new actions. One of these ideas was that students could be encouraged to develop authorial texts and videos that would give them a voice through the Storyboard discursive genre within its context of real, schooled use, according to Wilson (2012). Thus, in the course of this research, students' contact with the referred genre was promoted in a didactic sequence, according to Schneuwly and Dolz (2011), through activities of effective language practice with speech genres at school. This work also encouraged the use of Digital Information and Communication Technologies (cell phones with camera, text editors, video editors, etc.) in the school space (TDIC) as a means of learning, according to Morin (2000), so that students and a professor produces audiovisual material for exposure to the local community, in a video exhibition. It is observed in this research that the technologies promoted the reach of the discursive dimension of the referred genre, which served for the effective practice of active language, in society, by the students, in a campaign against Bullying at school. As a result of this journey, a record of the teaching (re)construction process is presented in permanent critical reflection on how to promote learning in Portuguese language classes in a creative, authorial and playful way, placing students and teachers in the condition of reader-authors.