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Resumo: As praticas de sala de aula precisam considerar que os estudantes, hoje, aprendem de maneira diferente, devido as ferramentas de que dispoem em seu cotidiano, as quais interferem em sua maneira de encarar o mundo e de executar tarefas. Consciente dessa realidade, este trabalho descreve uma pratica pedagogica que reune câmeras digitais, telefones celulares e textos literarios, atraves de releituras em video. Tal atividade se apoia nas teorias de Generos Textuais (MARCUSCHI; ROJO; MEURER) e de Multiletramentos (ROJO; ROJO & MOURA), as quais defendem a necessidade de existirem praticas sociais atuando na mediacao dos conteudos escolares, ou seja, ao inves de estudar teorias gramaticais, os estudantes passam a vincular e a aplicar os conteudos das aulas de portugues em atividades socialmente situadas. Nesse sentido, quando criam videos com base em textos de literatura, os alunos estao nao apenas desenvolvendo habilidades de leitura, mas tambem de organizacao, negociacao no grupo e busca de solucoes para questoes inesperadas. Alem disso, ha o uso das ferramentas tecnologicas para uma finalidade diferente daquela a que estao acostumados o que, por si so, ja desperta para o fato de que e o uso que torna o material didatico uma ferramenta, saber este que pode ser transposto para muitas outras atividades. Palavras-chave: Ensino de portugues. Ferramentas de ensino. Video. VIDEO MAKING IN THE CLASSROOM: A PROPOSED EDUCATIONAL USE OF MOBILE PHONES AND DIGITAL CAMERAS Abstract: The classroom practices need to consider that students today learn differently due to the tools available to them in their daily lives, which interfere with their way of viewing the world and perform tasks. Aware of this reality, this work describes a pedagogical practice that combines digital cameras, cell phones and literary texts, through readings on video. This activity is based on the theories of Textual Genres (MARCUSCHI; ROJO; MEURER) and Multiliteracies (ROJO; ROJO & MOURA), which advocate the necessity of having social practices operating in mediating the school curriculum, in other words, instead of studying grammatical theories, students begin to link and apply the contents of Portuguese classes in socially situated activities. Accordingly, when creating videos based on literature texts, students are not only developing reading skills, but also organizational, negotiation group and finding solutions to unexpected issues. In addition, there is the use of technological tools for a purpose different from that to which they use, by itself, already awake to the fact that it makes use courseware tool, knowing that this can be applied to many other activities. Keywords: Portuguese teaching. Teaching tools. Video.

Produção de vídeos em sala de aula: uma proposta de uso pedagógico de celulares e câmeras digitais