Ensino de literatura: metodologias na perspectiva Vygotskyana para o ensino médio público e no contexto das TIC

Abstract

The present research has as its theme the challenges and the methodological perspectives in the teaching of Literature, in the context of the advances of the information and communication technologies - ICT in the light of Vygotsky socio-historical-cultural theory aiming to identify and analyze how the methodologies of the teaching of Literature appropriated the technologies in the public schools of Posse-Goiás in the universe of the 1 st high school and if these corroborate for the development of practices capable of inciting and promoting meaningful learning to high school students, in light of the socio- historical-cultural. The methodological course consists of the bibliographical review, documentary analysis of a qualitative and descriptive approach, based on the dialectical historical materialism method, performed through electronic and printed questionnaires that in turn resulted in the educational product "Vygotskyana Didactic Sequences". The research shows the importance of the school following the technological revolution and appropriating electronic devices and digital platforms, which increasingly offer opportunities for the process of knowledge construction, since, in the context of the technical information revolution, they grow and electronic, digital and interactive communication devices become increasingly sophisticated. The results show that this reality is very controversial, because at certain times, the school does not allow access to technological innovations and at other times, the school appropriates the electronic and digital devices in a wrong and inadequate way. In this way, we elaborate the Vygotskyana Didactic Sequences, a text-based educational product, designed to be appropriated by Literature teachers as an instrument that can guide and enable educational practices appropriating ICT in the perspective of integral education.

Keywords: Methodologies, literature teaching; Vygotsky; ICT.