Scratch como fator mobilizador para produção de narrativas digitais

Abstract

This research discussed the possibilities of the working with Digital Technologies of Information and Communication in the classroom and the purpose was to understand the process of appropriation of Digital Narratives during the use of the Scratch programming language in classes of Portuguese Language in the work with text production. The question that guided us wondered how Scratch could lead to this appropriation. We have used the methodology of case study, applying a pilot case with the purpose of knowing better the methodological trajectory outline, and then the case study with techniques of participant observation (with production of research journal), documentary analysis (Digital Narratives - both aspects related to Computational Thinking and geners) and application of a questionnaire (Test of Emotional States) with closed issues and an open issue to the production of the data, which were organized, categorized and analysed with a mixed approach, in light of the Mediated Action Theory. The process of immersion in the material collected allowed the division of the data annotated in the research journal in episodes, that have been added to the categories created in the process of systematization of the documents (Digital Narratives) and of the questionnaire. The results of this work indicate that the insertion of digital technologies in the classroom must be tied to a theoretical approach that favors the construction of knowledge in a distributed manner among peers, in relation to the other agents and also with the tools (techniques and psychological), specifically the communication digital, considering both the production context and the social, in which the work was developed. Furthermore, this research shows indications that Scratch - as a cultural tool of mediation - related to the reality of the students, their experiences and the environment where they live, favors the appropriation of Digital Narratives.