EDUCOMMUNICATION AS AN EDUCATIONAL PRACTICE IN THE TEACHING OF THE PORTUGUESE LANGUAGE TO FULL-TIME HIGH SCHOOL STUDENTS IN PUBLIC SCHOOLS

Abstract

This work is an approach to educommunication as an interdisciplinary practice that tends to make educational activities more meaningful and effective. It is also seen as a relevant tool for the teaching-learning process of full-time high school students, as well as a resource for the construction of critical knowledge of these individuals in society. In addition, educommunication uses Information and Communication Technologies (ICT), essential mechanisms to help this pedagogical method, to stimulate learning. In full-time high school, educommunication becomes a didactic support, notably important in Portuguese language classes and the use of technologies. The fusion of both can work to promote a more meaningful and contextualized study, bringing the student closer to innovative experiences developed at school and reflecting their daily life. However, despite their potential, public schools of full-time secondary education present some impediments for these conducts to be carried out, such as: the lack of adequate technological resources, the need for continuous teacher training and resistance to new pedagogical approaches. Therefore, this research aims to analyze the importance of educommunication, as a pedagogical practice, aimed at Portuguese language classes for full-time high school students in public schools, in addition to verifying the possibilities of these educational praxis inserted in the teaching of the mother tongue. As a methodology, a literature review was used, related through academic sources such as books, articles and dissertations available in the Google Scholar and Scielo databases, for the selection of these published works. With the expansion of studies on the subject, the results pointed out that its implementation in full-time high school can arise as an opportunity that facilitates the teaching of the Portuguese language and the active participation of students in the construction of knowledge. With this, it is concluded that educommunication cannot be considered only an instrument applied in the school environment, but also needs to have a commitment to the formation of critical-reflective thinking of this citizen, which goes beyond the walls of the school.