O WHATSAPP COMO UMA FERRAMENTA PEDAGÓGICA:

OS DESAFIOS E AS POSSIBILIDADES DA APLICAÇÃO DE UMA SEQUÊNCIA DIDÁTICA TENDO COMO BASE O GÊNERO TEXTUAL DIGITAL CHAT NA MODALIDADE DE ENSINO REMOTO

Abstract

In times of Remote Learning, digital resources, by having multimodal and multisemiotic characteristics, open opportunities for the construction of meaning within the school environment. In this context of construction of meanings, the WhatsApp multiplatform can be inserted, which goes beyond its micro function as a social network and becomes macro, encompassing countless possibilities, also being also characterized as a pedagogical possibility that adds to the teaching-learning process. Having said that, this work has the general objective of reporting and analyzing how the process of applying a Didactic Sequence based on the Digital Textual Genre chat took place in the Remote Learning modality. To theoretically support this work, we use as references the studies of Araújo (2013), Behar (2021), Cristóvão (2009), Dolz, Noverraz e Schneuwly, (2004), Marcuschi (2002; 2003; 2005; 2010), Souza e Nascimento (2020), Xavier e Serafim (2020) and others. After our analysis, it became evident that working with Didactic Sequence in the remote modality is a challenge and that many adaptations need to be (re)done throughout the application process.