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This paper discusses, based on the verbal interaction and genres theory by Bakhtin (2003) and Bakhtin / Volochínov (2006) the contextual use of writing in social network. As for the use of new technologies, it was used Rojo and Barbosa (2015), Rojo (2013) and Araújo and Leffa (2016). The corpus of the comparative analysis is composed of fragments of handwritten letters and Facebook posts produced by 8th grade elementary school students from a public school in Belém; here, however, it is concerned with the contributions that the relationship with technology has brought to the expansion of their reading and writing skills. Thus, the focus is the discussion correlated to one of the specific objectives in the master’s research of which this paper is a result: (i) to determine how the students behave in a context with the singularities of the virtual world with regard to writing. To this end, Facebook was introduced to position themselves as critical readers and writers, to compare what differentiates their critical online position from conventional writing, thus contrasting the contexts of production and differences that this implies in the lexical choices. The results point to a change in posture when the learner-author subject is confronted with a linguistic situation in which, in fact, there is a real interlocutor and the writing becomes significant; also makes different grammatical, lexical and phraseological choices when structuring its statement in front of different interlocutors, which points us a way for the significant use of technologies in Portuguese classes.

LEITURA E PRODUÇÃO TEXTUAL: UMA ABORDAGEM SOBRE A ARTICULAÇÃO DAS NOVAS TECNOLOGIAS NA ESCOLA COM O ENSINO DE LÍNGUA PORTUGUESA