Active Methodologies and digital technologies in high school

implications for language development

Abstract

This paper presents the results of a study that aimed to verify whether the pedagogical use of digital resources and active methodologies is present in the teaching and learning process regarding the use of language in its different modalities and whether such innovations promote better student learning. It is known that the classroom context and traditional school proposals that ask students to write texts as assessment activities are both factors that make the process of textual production less meaningful, since writing a text to be assessed by the teacher is different from writing to be published and read outside the classroom. The school's purpose is to educate subjects who are proficient in the production of different genres and modalities that exist in modern society, therefore the teaching of textual production needs to go beyond formal characteristics and grammatical rules. Therefore, this work advocates the use of innovative pedagogical practices, based on concepts of language and language that incorporate multiliteracies and the various textual genres in use in different social contexts. To achieve the objectives of this research, a teaching project was developed during Portuguese Language and Literature classes in two integrated technical courses at IFSP Capivari. This teaching project employed Challenge-Based Learning (CBL) and promoted the use of different textual genres in concrete communication situations. Before and after the didactic sequence, students answered questionnaires about teaching and learning Portuguese Language and writing. The results obtained indicate that, in the teaching and learning process of text production in high school, innovative pedagogical proposals based on active methodologies are more effective in leading students to become aware of the aspects of textuality involved in the textual production in real communication situations.