INTERFACES BETWEEN DIGITAL TECHNOLOGIES AND PORTUGUESE TEACHING FOR SPECIFIC PURPOSES

Abstract

This work brings reflections on the interfaces of teaching of Portuguese for specific purposes and digital technologies, in courses other than Letters, in a qualitative methodological approach. We focused our studies on the analysis of the French Speech Discourse, especially in the studies of Maingueneau (2011) regarding the concept of discourse and discursive genre, as well as the concept of digital literacy (Freitas, 2010) and multimodality (Maingueneau, 2015 , Dioniso, 2011). We included in our discussion, besides the concepts, possibilities of working the Portuguese curricular unit for specific purposes from the use of the WhatsApp digital tool in reading and text production. We call the activity "Reading Reading Workshop", for which there is the possibility of students interacting, based on a text from the area of ​​knowledge, the construction of knowledge through oral discussions, research and writing texts on the subject introduced. The reflections brought forward in this article indicate that a proposal to use this digital tool in courses that have Portuguese for specific purposes can make learning more meaningful, relating it to the area of ​​knowledge, its experiences and experiences, making it the subject of discourse, as well as better prepared for the job market, in which the professional is required to develop various skills, including reading and producing multimodal texts. There is still a need for other studies that highlight the relevance of this approach in the teaching of Portuguese for specific purposes, such as the training of teachers for this purpose, to provide the improvement of linguistic competence and, consequently, the inclusion of these students in Higher Education and professional life.