A escrita colaborativa da descrição técnica num curso técnico profissionalizante do Instituto Federal de Alagoas

Abstract

In vocational education, technical description is a textual typology very frequent in texts/genres used in technical disciplines (reports, manuals, catalogs, opinions, etc.). In fact, describing equipment, industrial plants, devices and procedures is a very frequent and relevant scriptural practice in science and technology, describing not only the conceptual aspects, but also, and mainly, the operational aspects of labor activities in all sectors of the engineering companies. Even considering its importance in technical education, the technical writing / description has not received MUCH due attention as a curricular component in the teaching of Portuguese in professional technical courses. In this perspective, this work aims to describe and analyze adidactic experiment of collaborative writing of textual production in a technical discipline in the technical course of Electroelectronics at the Federal Institute of Alagoas, Arapiraca campus. In the absence of face-to-face classes due to the Corona Virus Pandemic, such an experiment was carried out remotely, through screen sharing between the researcher and the dyads of the 4th year students of that course. Online questionnaires were applied to teachers of technical disciplines and those of Portuguese Language at IFAL, as well as to students of the participating classes in order to obtain data on the "status" of technical writing in the writing practices of the afore mentioned subjects at that campus and other campi of the federal institutes in Alagoas. To address the theme, this collaborative action research is based on Textual Linguistics, to study the basic concepts of type or textual sequence (ADAM, 1992; MARCUSCHI, 2008) versus the notion of textual/discursive genre (BAKHTIN, 1992; NUNES 2017), in addition to studies on technical writing and its teaching (GARCIA, 2010; CHAMADOIRA, 2000) and a text production procedure – the collaborative writing (FELIPETO, 2019; STORCH, 2005). As for the action research methodology developed, the work was based on Thiollent (1988) and Ibiapina (2016). According to the results obtained through the questionnaires, both Portuguese and technical teachers recognize the need for a more explicit teaching of technical description in vocational technical courses. As for the didactic experiment with collaborative writing, the collaborating students found it positive because all the participants were able to produce texts in which the technical description of equipment and operating processes appear. A more accurate analysis of the interactions was made possible by the transcription of the dialogues held during the collaborative writing processes that took place remotely.