TEXTUALITY AND TEXTUALIZATION IN BLOGS: IMPLICATIONS FOR THE TEXT TEACHING-LEARNING PROCESS IN HIGH SCHOOL

Abstract

ABSTRACT

Although the school still favors the traditional textual writing made on the paper support, it is not free of interactive technological changes that emerged, specially, with easy access to the internet, being common, for example, the use of the online hypertextual environment of the blog as a textual teaching-learning pedagogical tool in Portuguese classes. In this regard, we aim to investigate whether the writing of texts in the blog textual genre creates changes that can help the student to produce good texts from the point of view of its textuality, since the texts placed into digital environment are motivated by multisemiotic recourses providers of a more dynamic and effective interaction. Such resources include images, audios, videos and so forth, in addition to the written text, that, together, can provide interlocutors a meaning construction different from the one that was enabled by the written text on the paper support. Our methodology is to analyze the writing and textualization process of two texts written by a pair of high school students, with one being developed on the paper support and the other made directly on the blog. In addition to theses texts, our data is composed of five questionnaires, of which: three were designed to writers and the other two were directed to the intuition teacher and director, respectively. To achieve our main goal, initially, we based, theoretically, on: the theory of speech genre, proposed by Bakhtin (2003); we continued with the blog design, discussing, based on Marcuschi (2004), its functions, both on support and on textual genre; afterwards, we present and discuss the concept of hypertext and online hypertext, based on Xavier (2002) and Koch (2009); Finally, we outline the theoretical-methodological path of the Text Linguistics, converging to the concept of textuality and textualization, in according to the textuality factors listed by Koch (2015), to the reading and meaning comprehension models discussed by Koch and Elias (2010) and to the contributions of Costa Val (1999) about textuality and textualization. Our results indicate that, in the blog, the process of the written text construction in the online hypertextual context provided the production of a cohesive and coherent text by allowing writers to make a previous research on the subject, to enable the interaction and for having available the unlimited reach that a internet connection provides, there is no contradiction occurrences, ambiguities, theme escape etc., not belonging to the textualization process intended by the pair and/or according to the communicative purpose of their text, since, on it, the pair built a meaning searching to reach the expectations of specific interlocutors, in this case the users of this blog. To that end, characteristic linguistic and discursive aspects of the online hypertextual environment that an informative-journalistic blog presents were recruited. As regards the paper support, the pair produced a cohesive and coherent text, recruiting lexical and syntactic forms in favor of discursivity regarding the theme “The self era”, but searching for a meaning construction closely related to the generic form that they chose to produce their text, in this case the dissertative-argumentative school essay.