Oficinas de língua portuguesa: retomando competências e ressignificando a aprendizagem de língua portuguesa em uma turma de 6º ano

Abstract

The present research is based on Vygotsky's sociocultural theory (1988, 1998) and his perspective of learning through mediation, also based on the foundations of collaborative action research (PIMENTA, 2005; WELLS, 2009), besides presenting understandings of language and Applied Linguistics (COSTA-HÜBES, 2009; MOITA LOPES, 2006). In addition, it is considered authors that express about digital technologies (VEEN; VRAKKING, 2009; LÉVY, 2010) and collaborative tasks (KLEIMAN, 2007; MORAN, 2013) as approaches that may contribute to the appropriation of knowledge in Portuguese language. The main objective of the research is to know the interests of the students from interviews, seeking information that can contribute to the learning and use of the Portuguese language in their daily life. Thus, semi-structured interviews were done with 22 students from the 6th grade of Elementary School that study in a regular public school of a city of Rio Grande do Sul, in order to understand what is significant/relevant to them about the learning environment of Portuguese language. The data generated were analyzed to become reference in a proposal of workshops for pedagogical practices. In this analysis, there are positive weights in the learning of these participants regarding the motivation to learn and appropriation of skills such as reading and writing. Through this study, we realize the importance of giving voice to the students to try to understand what, in fact, may be interesting and meaningful for their learning, since, therefore, the learners can show other ways for an efficient pedagogical planning.