Leitura hipertextual nas aulas de língua inglesa: estratégias de leitura no ensino técnico em enfermagem

Abstract

This research sought to investigate the reading practices in printed texts and hypertexts of the students of the Basic Module of the Technical Course in Nursing of the Cajazeiras Health Technical School, in Campina Grande, analyzing, in this sense, the differences and similarities between both practices. In addition, the study sought to discuss the potential of the use of Information and Communication Technologies at English Language classes, specifically, regarding the use of hypertexts as a proposal of foreign language teaching based on innovative practices and the use of these Technologies. The collected data were analyzed to the lights of important authors. Regarding the use of hypertext, we highlight Levy (1995), Snyder (1997), Xavier (2003) and Cosacarelli (2006). In the reading process, we present Leffa (1996), Solé (1998) and Correia (2011). With regard to reading strategies, in the shadows of Celce-Murcia (2001), Brown (2007) and Marcuschi (2009). Technological advances have contributed significantly to new ways of thinking about educational practices, in particular, the advent of Information and Communication Technologies - ICT has gained space as an innovative element in the teaching-learning process of curricular subjects. The Internet presents itself as a strong ally in optimizing the potential of these technological devices, since the space of the worldwide network allows the exchange of experiences between its users and constant interaction with current and authentic information content. One of these innovative possibilities is the hypertextual reading, which will be assumed as an inherent practice of using the computer or device of the genre connected to the Internet. The research was carried out with the Basic Module of Nursing Technical Education, totalizing a universe of 25 students. This work is qualitative and is characterized as a descriptive / exploratory study. As the data collection instrument, we used two semi-structured questionnaires, called Questionnaire 1 and Questionnaire 2. In the first questionnaire, we focus the research to the relationships that students establish with Information and Communication Technologies, and in the second questionnaire , we directed our research to the students' positioning in relation to the reading in English of printed texts and hypertext, in order to analyze the similarities and divergences of both reading practices. From the collected data, it is inferred that, despite the challenges that surround it and the resistance, although veiled, to the new technologies, the reading of hypertext in the classes of English Language can represent a new proposal for the teaching of a foreign language in the Institutions in Brazil