156 Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD EDUCAÇÃO •LEITURATEXTO •TECNOLOGIA do EstadodeSãoPaulo. de 15a17anos,estudantesumamesmasala1ªsérie doensinomédiodaredepública avaliamos asprimeiraseúltimasproduçõesescritasna plataforma Wattpad de22 jovens didático-pedagógico noensinomédio.Paratanto,apresentamos umestudodecasonoqual do Wattpad e(ii)proporpossíveisaçõesdeimplementaçãodoaplicativocomoinstrumento objetivos sãoinvestigados,asaber:(i)apresentarasprincipaiscaracterísticasdausabilidade como umaferramentaeducativaparaleituraeproduçãodetextos.Nesteestudo,dois do aplicativoWattpad, lançadoem2006,nasaulasdelínguaportuguesadoensinomédio naáreadaEducação,esteartigoinvestigaautilização Observando oaumentodossoftwares Resumo UM ESTUDO DECASO DOWATTPAD EDUCAÇÃO, TECNOLOGIA EINDÚSTRIA CRIATIVA: EDUCATION •READINGTEXTTECHNOLOGY education system. attending the1styearofuppersecondaryeducationinsameclassroomSãoPaulostate and thelatestwrittenproductionsonWattpad platformof22sutdentsaged15to17years, upper secondary education. To this end, we present a case study in which we assessed the first propose possibleimplementationactionsoftheapplicationasadidactic-pedagogicaltoolin has twoobjectives:(i)topresentthemainusabilitycharacteristicsofWattpad and(ii)to Portuguese languageclassesasaneducationaltoolforreadingandwritingtexts.Thisstudy This articleinvestigatestheuseofWattpad application,launchedin2006,uppersecondary Abstract TRANSLATED BY Rodrigo OtáviodosSantos Rodrigo OtáviodosSantos Marcos Rogério MartinsCosta Patrícia Margarida Farias Coelho INDUSTRY: ACASE STUDY OFWATTPAD EDUCATION, TECHNOLOGY ANDCREATIVE https://doi.org/10.1590/198053146172 ARTIGOS ARTICLESARTÍCULOS III,IV Centro Universitário Internacional (Uninter), Curitiba(PR),Brazil; http://orcid.org/0000-0001-5050-1637; II I [email protected] [email protected] City Education Department](SME-SP),SãoPaulo (SP), Brazil; https://orcid.org/0000-0002-4627-9989; Faculdade UnificadadoEstado deSãoPaulo (Fauesp), Mauá(SP),Brazil; Secretaria MunicipaldeEducação [SãoPaulo São Paulo (SP),Brazil; http://orcid.org/0000-0002-1662-1173; patriciafariascoelho@gmail.com Universidade Metodista deSãoPaulo (Umesp), SãoBernardo doCampo(SP),Brazil; Universidade Ibirapuera (Unib), III II I IV Patrícia Margarida Farias Coelho, Marcos Rogério Martins Costa and Rodrigo Otávio dos Santos Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 157 EDUCACIÓN • LECTURA • TEXTO • TECNOLOGÍA • LECTURA • TEXTO EDUCACIÓN Resumen Con la observación del aumento de software de la educación, este trabajo investiga en el campo la secundaria de lengua portugués lanzada en 2006, en el uso de la aplicación Wattpad, la lectura y producción de textos. En este estudio, como una herramienta educativa para las principales características de la usabilidad tenemos dos objetivos, a saber: (i) presentar de la aplicación como y (ii) proponer posibles acciones de implementación del Wattpad de estudio un presentamos tanto, lo Por secundaria. la en didáctico-pedagógico instrumento y las últimas producciones escritas en la plataforma caso en el que evaluamos las primeras jóvenes de 15 a 17 años, estudiantes de una misma sala de 1ª serie de la de 22 Wattpad secundaria de la red pública del Estado de São Paulo. ÉDUCATION • LECTURE • TEXTE • TECHNOLOGIE ÉDUCATION CREATIVA: E INDUSTRIA TECNOLOGÍA EDUCACIÓN, DEL WATTPAD DE CASO UN ESTUDIO Cet article étudie l’utilisation de l’application Wattpad, lancée en 2006, dans les cours de lancée en 2006, de l’application Wattpad, Cet article étudie l’utilisation lire et écrire des textes. Dans du lycée comme outil pédagogique pour langue portugaise à savoir: (i) présenter les principales caractéristiques cette étude, deux objectifs sont étudiés, l’application de œuvre en mise de possibles actions des proposer (ii) et Wattpad de d’utilisation nous Donc, secondaire. l’enseignement dans didactique-pédagogique qu’instrument tant en et dernières premières les évalué avons nous laquelle dans cas de étude une présentons âgés de 15 à 17 ans, étudiants de de 22 jeunes, productions écrites sur la plateforme Wattpad de l’État de São Paulo. la même salle de classe du réseau public L’ÉDUCATION, LA TECHNOLOGIE ET L’INDUSTRIE ET L’INDUSTRIE TECHNOLOGIE LA L’ÉDUCATION, DE WATTPAD UNE ÉTUDE DE CAS CREATIVE: Résumé 158 Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD more than50milliondownloadsinthemobileversion. been ontherisesinceitsreleasein2006.Forexample, version6.48.1hashad on computers,inthisarticleweareinterestedWattpad. Thisapplicationhas time: inthephysical environment andinthe digitaluniverse. thus acquiredthepowerofubiquity, thatis,ofbeingintwoplaces at thesame device connectedtotheinternetwithasimpletouchofourfingers,andhave explains thatcurrentlywecaninteractanywhere intheworldthroughamobile free orpartiallyfree,greatlycontributedtothesechanges.Santaella(2013) of mobiledevicesandtheirvariousapplications,whosedownloadsaremostly people andprovideduswithotherformsof(inter)action.Theemergence because thespeedprovided by cyberneticnetworks has alteredthe behavior of D 2 1 and currentlyitisbeing used inschooleducation as ameans of teachingand amateur writers; later, it became part of specialized communities of also diversified:inthebeginning,itwasdesigned forthefreeamusementof with stories and characters drawn from thecontents ofthemass media.» Fanwriters are thewriters offanfictions. This term, asproposed by Jenkins(2009, p. 380),refers to «any prose narrative smartphones, Iphones,tabletsandthelike. This numberwas updated onJune28,2017 inthemobileversion, that is,intheversion speciallydeveloped for use in Among themany applicationsavailable for downloadonmobilesand UE TO THEADVANCES OFWEB2.0, WEHAVE COME TO RELATE INADIFFERENT Kenneth Gergen “I amlinked therefore Iam.” 1

Its marketnicheshave fanwriters

A,WAY, 2

Patrícia Margarida Farias Coelho, Marcos Rogério Martins Costa and Rodrigo Otávio dos Santos Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 159

For the Unitedthe For 4 This segment of the This segment of the 3 We also emphasize that the We 5 Considering these objectives, the research problem research the objectives, these Considering 6 In the 1990s, the first initiatives were developed in Australia. Later, in Later, Australia. in developed were initiatives first the 1990s, the In and its object of analysis, Wattpad, Understanding the pertinence of our Overall, the great success of Wattpad is due to the editorial possibilities possibilities is due to the editorial of Wattpad the great success Overall, In this article, we understand Wattpad as a Creative Industry. as understand Wattpad we article, this In In 2016, the Brazilian publishing market decreased by 5.2% in comparison to 2015 - this percentage considers the inflation the inflation considers - this percentage 2015 to 5.2% in comparison by decreased publishing market the Brazilian In 2016, the Production from taken was data 17%. This reached loss the total of 2017, that in the period - and, in addition to rate de Pesquisas Fundação Instituto by 2017 17, on May released Publishing Sector, of the Brazilian and Sales report (CBL). do Livro Brasileira (SNEL) and Câmara de Livros Nacional dos Editores (FIPE), Sindicato Econômicas (2018). and Santos Costa of Coelho, the reading indicate we on this topic, more For aims study This cities in the world. creative of on the network a detailed study has been conducting 2004, Unesco Since and their proposals creative track as to as well level, on a local and international cities between cooperation promote to http:// at: available are data than 110 cities. The more the mapping has registered So far, the world. around advancement 2018. 10, on: Nov. Access en.unesco.org/creative-cities/. reading recommend we primary education, applied to on a didactic-pedagogical project information more For and Medina (2018). Coelho Costa, concept of creative industry has been in development for more than twenty years. concept of creative industry has been of Tony emerged during the government 1997, the Creative Industries Taskforce this sector in the international including Blair in the United Kingdom, definitively the creative industry has a social function in market. Beyond wealth creation, definition points out. Therefore, as a point of local and global communities, as its promotion, the theme of creative industry intersection between profit and social and when it is translated into the field of is very relevant in contemporary times; education, its importance grows. as well as its inclusion in a particular conceptual structure, creative industry, namely: research has two specific objectives, market niche − education −, this usability; and (ii) to examine possible (i) to analyze the main features of Wattpad in Brazilian actions to implement the application as a didactic-pedagogical tool education. secondary upper 3 4 5 6 learning (cf. CHIEREGATTI, 2018). Our analysis interest in this study is the latest is the latest this study in interest Our analysis 2018). (cf. CHIEREGATTI, learning market adhesion. create, edit and to anyone public. It allows to the general unveiled that it has has this application not. As a result, it be fiction or work, whether publish a publications, especially underserved market niche of amateur exploited a rather as Brazil. a book industry crisis, such in countries undergoing Nations Educational, Scientific and Cultural Organization (UNESCO), cultural andNations Educational, Scientific and purpose whose main activity, organized as sectors of defined are industries creative and/or commercialization of culturalis the (re)production, promotion, dissemination activities. goods, services and artistic or patrimonial book market did not have a space in the national territory, due to several factors: due to several factors: territory, a space in the national not have book market did of new writers in the national publishers; the inexperience low number of large selling books, the uncertainty the high cost of producing and publishing market, other factors. Thus, when the success of the venture, among of publishers on regardless writer, works of any the opportunity to publish provided Wattpad advice and interventions of known, and for free, with the of whether s/he was by the various social growth was proportional to its knowledge her/his readers, its gradually expanded. said, have as we have groups of readers and writers who, 160 Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD student. Onthecontrary, wechosetoobservethegeneralcharacteristics ofthe induce astudybasedonclassificatoryevaluation, of summativenature,each 7 in theteachingandlearningprocessofreadingwritingpracticesare. of thisarticleistoverify, evaluateanddiscoverwhattheimpactsofusingWattpad is pertinent: by Romão(2018),whichaddressesthefactorsrelatedtoevaluationineducation, concept ofevaluationalsocomestothefore.Therefore,followingreflection that, whenwetalkaboutimpactand,consequently, aboutitsindicators,the of studentstothedetrimentsingularitieseachstudent.We consider in/through the production of texts, prioritizing the repeated changes in the group correções.” recursos nem devontade para ajudarosqueapresentaram maudesempenho, aconstatação dasfragilidades potencializa se dizer que toda avaliação carrega consigo umadimensãodiagnóstica, jáque, mesmoqueoavaliador nãodisponhade na suadimensãodiagnóstica, aavaliação apresenta sempre um viéscomparativo, classificatório. Damesmaforma, pode- compará-los apadrõesdesejáveis epreviamente estabelecidos nospontos para osquais ‘ele avançou’. Portanto, mesmo ponto desejável? Para averificação deseusavanços emrelação àssuaspróprias situaçõesanteriores, énecessário pergunta carrega consigo umponto dechegada desejável. Afinal, ele‘avançou’ para onde, emquedireção, para que ‘avançou’ emrelação aodesempenhoqueapresentava anteriormente aumprocesso deaprendizagem, aprópria com astrajetórias deoutrem, haverá sempre umadimensãocomparativa, classificatória. Quandoseindagaoaluno aprendizagem. Isto é,aindaquesecompare momentos diferentes daperformance damesmapessoa, semcomparações se compare aqualidadedodesempenhodealguémpartirdaverificação dosimpactos positivos deumprocesso de In theoriginal:“Sejaemqueversão for, ela[avaliação] sempre carrega consigo umadimensãoclassificatória: mesmoque Indeed, inthisstudy, whenweusethetermimpact, wedonotintendto Impactsareunderstoodaschangesobservedinthewritingprocess realization ofweaknesses leadsto corrections. or the willto help those who have performed poorly, the since, even iftheevaluator doesnothave theresources that every evaluation carrieswithitadiagnostic dimension, a comparative, classificatory bias.Similarly, itcanbesaid its diagnostic dimension,theevaluation always presents in thepointsto which“they advanced”. Therefore, even in them withdesirable and previously established patterns to theirown previous situations, itisnecessary to compare desirable point?Inorder to verify theirprogress inrelation where didthey “advance” to, inwhat direction, to what question itself carries a desirable point of arrival. After all, to theirprevious performance inalearningprocess, the one inquires whetherstudents have “advanced” inrelation always beacomparative, classificatory dimension.When comparisons withthetrajectories ofanother, there will moments oftheperformance ofthesameperson,without of alearningprocess. That is,even ifonecompares different of someone’s performance by verifying thepositive impacts classificatory dimension:even ifonecompares thequality Regardless of its version, it always carries with it a 2018, p. 37-38, ourtranslation) 7 (ROMÃO,

Patrícia Margarida Farias Coelho, Marcos Rogério Martins Costa and Rodrigo Otávio dos Santos Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 161

8 In addition, 11

10 “to treat information according to perspectives “to treat information according to 9 Over the last decades, research on writing has highlighted writing has highlighted on decades, research the last Over is not born without (the product) text The training. process of writing perspective teaching-learning The the process. happens in this what to the product from has shifted decisions, not make is called to In it, the subject process. algorithm. a predefined to according pieces, assemble to (BARBEIRO, 2001, p. 65-66, our translation) p. 2001, (BARBEIRO, In addition, it is understood that producing texts is also a process with understood that producing texts In addition, it is From the perspective of the teacher that evaluates the teaching and From the perspective of the teacher This perspective corroborates the process of schooling that, according to This perspective corroborates the In the original: “A investigação das últimas décadas sobre a escrita colocou em evidência a formação processual. O texto O texto processual. a formação em evidência a escrita colocou das últimas décadas sobre investigação In the original: “A do produto da escrita deslocou-se ensino-aprendizagem sobre A perspectiva sem o processo. não nasce produto) (o decisões, não se a montar peças, segundo um é chamado a tomar o sujeito Nele, processo. nesse o que acontece para algoritmo pré-definido.” the language domain when applied to and diversity, of recursivity the concepts Although widely used in the literature, is recursivity that assume we a clear and unambiguous definition. In this article, not been given and other fields, have its from resulting the structures to successively can be reapplied rules that and discursive of grammatical the property different coexist may unit, there in a single textual that, the property to refers diversity whereas application, previous in the Using these properties communities. and linguistic cultures different speakers, different from coming discourses, in the capacity of, in the discursive themselves manifest and diversity recursivity that can say we production, field of text and texts. of discourses a variety dialoguing with and discussing unit, resuming, same text a adequação ao conhecimento linguística, a correção como perspectivas segundo a informação tratar In the original: “de alcançar os objetivos”. para estratégica a escolha do destinatário, do indivíduo”. integral de ensino que visa a uma formação e institucional In the original: “uma prática formal 8 9 10 11 groups rather than the singularities of each student, because we understand that that understand we because each student, of singularities than the rather groups firstly evaluation using a classificatory using Wattpad the impact of analyzing our fruitful for character is more with a formative and then with a diagnostic obtained aims of the results because the classification It is diagnostic research. because formative is It like. is field the what criteria, certain on based verify, to in a continuous, dynamic and teaching and learning take place we consider that adaptive process. Hence, rewriting. and editing, reviewing, writing, planning, as: such steps, several master the grammatical are diverse, since s/he must the writer’s competencies articulate ideas in sentences, system of the language in order to and orthographic in (2001) explains why, other syntagmatic units. Barbeiro paragraphs, and text is examined: the procedural dimension of a contemporary times, such as linguistic correction, appropriateness to the recipient’s knowledge, the knowledge, recipient’s to the appropriateness correction, as linguistic such strategic choice to reach objectives”. learning process, each step of the student’s writing consists not only of correcting learning process, each step of the student’s but also of developing arguments, describing spelling and grammatical errors, among other discursive skills/competencies. actions, objects and characters, 66, our translation) explains, to the ability to This is due, as Barbeiro (2001, p. of components throughout the writing maintain the diversity and recursivity process and, at the same time, Marcuschi (2001, p. 22, our translation), is “a formal and institutional practice Marcuschi (2001, p. 22, our translation), is “a formal and institutional the individual”. of formation an integral at aims that teaching of 162 Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD sequence of cognitive operations, reaches more general concepts (see GIL, 2013). particular data(facts,experiences,empiricalstatements, etc.),and,througha it thegeneralcharacteristics,sincescientificinductive processisbasedon methodological choice,thispaperdescribestheobject ofanalysistoextractfrom uses digitalsocialnetworks. altered, influenced and/orfacilitatedbythesaidtechnologicaldevicethatalso relations, weverifyhowtheabove-mentionedstagesofwritingprocessare which, weemphasize,alsoservesasadatacollectioninstrument.Andfromthese characterizes themethodappliedinthisarticleasacasestudy(ANDRÉ,2005), and thecreativeindustry, fromthemostsingulartogeneral,which are specificallydelimitingtherelationshipbetweeneducation,technology its implementationinadidacticsequenceasdidactic-pedagogicaltool,we FERRAREZI JÚNIOR;CARVALHO, 2015). by severalcontemporaryauthors(seeTERRA,2018;COELHO;PALOMANES, 2016; process isafundamentalpartoftheliteracysubjectandthissupported to continuewriting”. and inthehistoryofeachindividual.Thelearnerneedsotherpeopletobegin she defineswritingas“asocialandcollectiveconstructionbothinhumanhistory on theseassumptions,weagreewithGarcez(1998,p.2,ourtranslation)when interdiscourses and coercions of the genres of discourses (BAKHTIN, 2016). Based rules andclassesofwords,butalsoaboveallthecontextsuse in ordertowriteatext,itisnecessaryknownotonlythegrammatical society”. which these practices are put into action, as well their consequences on cyberculture as“thesocialpracticesofreadingandwritingtheeventsin use oflanguage.Soares(2002,p.144,ourtranslation)alsodefinesliteracyin participation ofpeopleinsocialandprofessionalpracticesassociatedwiththe socially constructedbyliterateindividuals. complex entity, asetofintegratedandinterdependentsubsystems”. language, because,asAntunes(2007,p.40,ourtranslation)argues,“languageisa the processperspectiveofwritingcontributestoteachingPortuguese 15 14 13 12 practices, thatis,‘literacies’”. of readingandwritingininformalcontextsforutilitarianuses,itisaset because, accordingtohim,literacy“isaprocessofsocialandhistoricallearning usos utilitários;porisso éumconjunto depráticas, ouseja,‘letramentos’”. In theoriginal:“éum processo deaprendizagem social ehistórica daleitura eda escritaemcontextos informais epara as consequências delassobre asociedade”. In theoriginal:“as práticassociaisde leitura eescrita eoseventos emqueessas práticassãopostas em ação, bemcomo precisa dasoutras pessoas para começar epara continuar escrevendo”. In theoriginal:“umaconstrução social,coletiva, tanto nahistória humanaquanto nahistória decadaindivíduo. Oaprendiz irremediavelmente”. In theoriginal:“a línguaéumaentidade complexa, umconjunto desubsistemas queseintegram eseinterdependem The methodologyofthisstudyisinductiveandqualitative. Basedonthis Therefore, ininvestigating theusabilitycharacteristicsofWattpad and According toSoares(1998),literacyistheeffective andcompetent 14 Marcuschi(2001,p.21,ourtranslation)followsthiscurrentofthought 13 Inshort,itisunderstoodthatwritingaprocess 15 Fromtheseassumptionsweassertthewriting 12 Therefore, Patrícia Margarida Farias Coelho, Marcos Rogério Martins Costa and Rodrigo Otávio dos Santos Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 163

16 In this case, we start from the premise that the use of the In this case, we start from the premise 17 (interações ou laços sociais) ou laços sociais) (interações e suas conexões ou grupos; os nós da rede) instituições (pessoas, Theoretically, this is an interdisciplinary study, because we welcome because we welcome study, this is an interdisciplinary Theoretically, as a data collection we also used the case study As previously mentioned, The methodology of this study is inductive, as already mentioned, exceptThe methodology of this study is inductive, The emphasis on upper secondary education is due to the general the to due is education secondary on upper emphasis The (WASSERMAN; FAUST, 1994; DEGENNE; FORSE, 1999). Uma rede é uma metáfora para observar os padrões de conexão os padrões de conexão observar para é uma metáfora 1999). Uma rede 1994; DEGENNE; FORSE, FAUST, (WASSERMAN; seu foco tem de rede A abordagem atores. os diversos entre estabelecidas de um grupo social, a partir das conexões can a social network Therefore, sociais e nem suas conexões”.] isolar os atores social, onde não é possível na estrutura in a occur they in that differ digital social networks However, of cybernetics. both outside and within the possibilities exist in which the actors called the internet, network, computer the worldwide to a connection built by environment, virtualized face. to not face are is, they in absentia, that are All the participants of the research signed the term of free and informed consent, which was retained in the school, retained which was consent, and informed of free signed the term All the participants of the research term the responsibility given of this article were the researchers minors. Therefore, because the participants are etc.) teachers, its participants (students, that provided the research the school unit, which authorized by issued anonymity. guaranteed and the school itself were elements: actors is defined as a set of two network social emphasis in the original), “a 24, p. (2011, Recuero to According FAUST, (WASSERMAN; or social ties) (interactions and their connections nodes) network or groups, institutions (people, from of a social group, patterns observing the connection is a metaphor for 1999). A network 1994; DEGENEN; FORSE, it is where on social structure, focuses approach network The actors. the various between established the connections um conjunto social é definida como [In the original: “uma rede and their connections.” social actors isolate to not possible atoresde dois elementos: 16 17 In other words, it goes from effects to causes, from consequences to the principle, the principle, to consequences from to causes, from effects it goes words, In other a to conduct it is appropriate Within this thinking, to theory. from experience method. it is a qualitative to André (2005), because, according case study consider the We and Technology. Digital Education of knowledge: two areas we turn our attention one, because, from Digital Education, epistemology of each part of the educational process and as digital environment to dealing with the we recover the Technology, secondary instrument; and from not as a part or use of the tools. We and effective that ensure the efficient technical aspects COSCARELLI; RIBEIRO, 2005; Digital Education (BRITO, 2006; used the studies of (JENKINS, 2009; RECUERO, 2011). and Technology 2002) CHARTIER, CAVALLO; each in their own they consider, two currents of thought because chose these We object. make up the Wattpad and pedagogical aspects that the technical way, the case studies applied to the author, tool, as proposed by André (2005). According to researchers for as opportunities be understood can field educational the to educational action of a given context/situation/ focus on the understanding of the first and latest case study consists of the this corpus selected during action. The aged 15 to 17 years, students from the written productions of 22 young people the public school system of São Paulo state. same upper secondary classroom of that we start from a hypothesis of analysis. We welcome this hypothesis because welcome this hypothesis of analysis. We that we start from a hypothesis is that the potential research. Our hypothesis it operationalizes the purpose of our and writing practices outside and withinof the internet enables new reading which can be enhanced by the teaching-pedagogicalthe school environment, and devices technological of use the by and teacher-school the of orientation digital social networks. Wattpad application no only stimulates the creation, production and circulation application no only stimulates the creation, production Wattpad publishing market, but can also stimulate of new literary works in the Brazilian especially in the Portuguese language classes of them in the school environment, Brazilian upper secondary school. Base Nacional Curricular Comum Curricular Nacional principle promoted by the recently-launched Base 164 Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD which radicallymodifyourrelationshipwithwriting: different hands oratleast by clipping, fragmentation and intervention practices, and Chartier(2013)pointout,incontemporarytimes,atextismadebyseveral and writing practices promoted by mobile devices and computers. As Cavallo process: to definetheirlifeprojects,thusmakingthemprotagonistsofownschooling youths’ diversityand,thankstothis,encouragestudentsofthisleveleducation secondary education,thedocumentstatesthatschoolshouldconsider introduction ofthedocument.Inaddition,specificallyinsectiononupper contemporary society”(BRASIL,2018,p.14,emphasisadded),asdefinedinthe with the (BNCC −NationalCurricularCommonBasis),whichprovidesfor“learningintune 18 também noqueconcerne àsescolhas deestilos devidasaudáveis, sustentáveis eéticos.” percursos e histórias, permita-lhesdefinirseuprojeto devida,tanto noquedizrespeito aoestudo eaotrabalho como currículo, ensinoeaprendizagem. Significa,nesse sentido, assegurar-lhes umaformação que, emsintonia com seus ser protagonistas deseupróprioprocesso deescolarização, reconhecendo-os como interlocutores legítimossobre de modointencional epermanente, orespeito àpessoa humanaeaosseusdireitos. Emais,quegaranta aosestudantes In theoriginal:“Considerar que hámuitas juventudesimplica organizar umaescola que acolha as diversidades, promovendo, Therefore, itisnecessarytopresent,reflect onanddiscussthereading needs, possibilitiesand p. 463, emphasisadded;ourtranslation) depend onlyonhim/her. But,inaddition,s/hecanat any text setswhoseexistence, organization andappearance of theelectronic agecanconstruct initsown way original owner ribaldone, works ofvery diverse natures, thereader from fragments freely cutoutandgathered together. Asthe at least, thereader isinapositionto compose anew text one oftheauthorsatext written by several handsor, of adifferent reality: before thescreen, thereader becomes text andthereader ofthebook,disappearsfor thebenefit between writingandreading, between theauthorof […] theimmediately visibledifference intheprinted book of healthy, sustainable andethicallifestyles. with regard to study andwork andwithregard to thechoices and histories, allows themto definetheirlifeprojects,both ensure they have aformation that, intunewiththeirpaths curriculum, teaching and learning. Itmeans, in thissense, to recognizing themaslegitimate interlocutors to discuss students canbeprotagonistsoftheirownschoolingprocess , his/her rights,and,inaddition,aschoolthat guarantees and permanentway, respect for thehumanpersonand school thatwelcomesdiversity,promoting, inanintentional Considering that there are many youths meansorganizing a interests of students and also with the challenges of 18 (BRASIL, 2018, Patrícia Margarida Farias Coelho, Marcos Rogério Martins Costa and Rodrigo Otávio dos Santos Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 165 (CAVALLO; CHARTIER, 2013, 2013, CHARTIER, (CAVALLO; 19 To do so, it uses a collaborative digital social network, To 20 p. 31, free translation) 31, free p. time intervene in texts, modify them, rewrite them, make make them, them, rewrite modify in texts, intervene time with whole relationship the Thus, property. them his/her deeply subverted. writing is Also according to the company’s official data, Wattpad has a community data, Wattpad official company’s to the according Also digital social network can be accessed It is interesting to diagnose that the (available start interacting on the application, users download Wattpad To In order to grasp the educational potential of creative industries, such as the educational potential of creative In order to grasp In the original: “a diferença, imediatamente visível, no livro impresso entre a escrita e a leitura, entre o autor do texto e do texto o autor entre a escrita e a leitura, entre impresso no livro visível, imediatamente diferença, In the original: “a de um dos autores torna-se da tela, diante o leitor, diferente: de uma realidade em proveito desaparece do livro, o leitor a partir de fragmentos novo um texto em posição de constituir uma escrita a várias mãos ou, pelo menos, encontra-se da era o leitor diversas, muito de naturezas obras ribaldone, o proprietário Como e reunidos. recortados livremente e aparência somente organização originais cuja existência, textuais a seu modo conjuntos eletrônica pode construir torná-los modificá-los, reescrevê-los, nos textos, intervir ele pode a qualquer momento Mas, além disso, dependem dele. subvertida.” profundamente está o escrito com a relação toda Assim, sua propriedade. 2018. 10, on: Nov. Access https://www.wattpad.com/home. at: Available 19 20 WATTPAD AND ITS MAIN FEATURES ITS AND WATTPAD It was created and is an application made up of a digital social network. Wattpad in mid-2006. According to the Lau and Ivan Yuen developed by Canadians Allen new narratives to reach as website, its function is to enable official company’s readers as possible. many in which any registered user can participate, initiating the process of writing a registered user can participate, initiating the process in which any tips and recommendations to others. book or offering of more than 45 million people around the world. The success of this application of more than 45 million people around new literary talents in a proportion never is largely due to the revelation of disseminator of new literary publications before seen. Its goal is to be the largest diverse locations this end, it associates writings from the most in the world. To On of the internet and mobile technology. in the world, based on the potential while others are expanded, every day, this application, new books are launched finalized, or modified. as such devices, technological other from also but computer, a from only not to the internet. This range of possibilities smartphones and tablets, connected and readers, who can write or read their provides greater mobility for writers It should be noted that there is a screen layout time, from anywhere. books at any like) and another smartphones, tablets, and the for the mobile version (iPhones, for the computer version. for Windows) to iOS and Android, and also on the two most used platforms, Wattpad, we start from the following question: How can the teaching-learning How can the teaching-learning start from the following question: we Wattpad, by the use of digital and writing practices be improved process of reading times? This question and social networks in contemporary technological devices final considerations of this and we return to it in the study, guided our whole article. 166 Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD of images: the mostrelevantofapplication,aswecanobserveinfollowingsequence the application.ThesecharacteristicsareemphasizedbyWattpad’s marketingas as the immersive reading experience, are widespread factors in the advertising of readers and writers. In addition, the ability to take one’s library anywhere, as well millions offreebooks,andwillbeabletoreadsociallyconnectwithother the userdownloadsit.Wattpad explainsthatfutureuserswillhave accessto Source: Wattpad. SEQUENCE OFADVERTISEMENTS ANDTHEIRPROMISES FIGURE 1 minutes permonthontheapplication. creators, withsomany freeaccessworks,usersspendmorethan15billion with a multitude of literary titles. According to Allen Lau, one of Wattpad’s and e-mailthecreationofanaccesspassword.Then,readerisprovided Facebook or manually − in the latter case, the company asks for the user’s name their devices.Next,theyfillinabriefregistrationthroughdatamigrationfrom 23 22 21 Available at: https://www.wattpad.com/home.Access on:Nov. 10, 2018. Therefore, we chosenotto present eachscreen inanenlarged size and to arrange theminaseriesthesamefigure. the visualsegmentanditdoesnotnecessarily focus onthesingularitiesthat are arranged ineachscreen reproduction. the imagesofeachmobilescreen. Therefore, thepredominant meaningof Figure 2isbetween theverbal statement and In thesetofscreens, the direction ofthereading ofthefigures takes into account theverbal statement that explains Available at: http://www.benoliveira.com/2017/02/tap-wattpad-lanca-aplicativo-historias-forma-chat.html. Access on:Nov. 10, 2018 It is interesting to note the promises that the application makes before 23 21 22 Patrícia Margarida Farias Coelho, Marcos Rogério Martins Costa and Rodrigo Otávio dos Santos Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 167 In this dynamic, the works produced are mostly amateur In this dynamic, the works produced 24 Observing all these maneuvers of manipulation between the application maneuvers of manipulation between Observing all these most in the application, of and execution of production conditions In the Once the user enters the application, digital books appear one after one after appear books digital the application, enters the user Once Because the application is free and open access, there are few restrictions,Because the application is free and to A supposed advantage of the system is the community that, in addition Available at : https://www.wattpad.com/home. Access on: Nov, 10. 2018. 10. on: Nov, Access https://www.wattpad.com/home. at : Available

24 another. They are represented metonymically by their covers, which bear the which bear by their covers, metonymically are represented They another. is information other cover, the Around author. the and book the of names positive with the book, and interactions number of views, such as the displayed, long paragraph. three to six-line synopsis in a single is also a brief ratings. There of user screen for the display information placed on the This is the introductory the works. few are by Manguel (1997), that, a priori, supported can affirm, we and the user, too far does not stray reading. This digital situation, however, the data to start a readers choose their of a bookstore, where possible consumer from the conditions titles and covers. As Chartier are still packed, based only on their books when they of a series of maneuvers choice of a book to read is the result (1999) reports, the to the marketing scheme range from the author’s notoriety and strategies, which publisher size, distribution, and ultimately for that work, and include the editor, the by built route the random, or casual than rather Thus, seller. bookstore the promotion of its best characteristics in its application − from the selection and information of each work on the screen of ads to the exhibition of some selected to gain more and more users. its users − is part of a persuasive goal: produced within itself, because, to date, the books cases, the publisher is Wattpad aged 9 to 20 years, been written by young people this digital social network have by provided data to according 13-year-olds, and 12 is group age active most the and the organization itself. in the sense that they are not published by specialized publishers. In most cases, in the sense that they are not published by the users themselves, which are usually these works are literary plots written formatted to be read on small screens. As a published in small weekly chapters sentences with little elaboration. short have result, they are more succinct and nothing more than a registration is required ofand so, to write a work, practically the work, the system asks for a title, description, During the registration of the writer. etc.), and language of the text, as well as terror, category (such as adventure, humor, the bottom of the page, At the content and the copyright style adopted by the author. work in thethere is a register of meta tags − words that help the system find the includealso can one point, this At keywords. as which function others, the of middle these fields of all completed and been have these steps Once custom book cover. a been filled, the user can start writing, both on their computers and on the otherhave for networkdevices already mentioned, and their texts are already made available readers and users to comment on and evaluate them. access to judging the work, can interfere directly in its content, since it has direct 168 Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD can reactindifferent ways andthatthemostfrequentreactionsare: Brito (2007),whenanalyzingthissituation,indicates thattheschoolcommunity didactic-pedagogical ideasandmethodologiesassociatedwithdigitaltechnologies. of bothmaterialandinterpersonalnatureinthiscontextintroduction up-to-date technicalmaterial. This demonstrates that thereare problems several problems, from resistance by aportionoftheteachers to thelackof When itcomestoimplementingdigitaltechnologiesineducation,thereare AND WRITINGTEXTS USINGWATTPAD A TEACHING-LEARNING PROPOSAL FOR READING production oftextsinthePortugueselanguagesubject. of theuppersecondaryclassroom,dealingspecificallywithreadingand seems tointerfere.Inthenexttopic,weshallexplorethisfieldincontext And itisinthisfield,ofinteractionbetweenreaderandauthor, thatWattpad focal pointforPlaza(1990)intheestablishmentoftheseformsparticipation. perception istheprimordialfactorofinterpretation-action.Interactivitya third formisperceptiveparticipation,whichbasicallyexistsinkineticart, intervention. Inthelattercase,viewer/readercanalsomodifywork.A which occurswhenthereisexploration,manipulationoftheobjectandalso perceives, imagines,amongotheractions.Butthereisalsoactiveparticipation, For thisauthor, thereispassiveparticipation,inwhichthereadercontemplates, the readerandthathasseveralways ofbeingincludedinthework. make andthosewhoenjoyartissolemnlygoingdown”. producer-consumers: thatis,theoldandreluctantdistinctionbetweenthosewho p. 25)that:“Incyberspace,everyoneisanauthor, nobodyisanauthor. We areall potential ofthedigitalsocialnetworkcyberculture,weagreewithPlaza(1990, the readers’letterssectionthatBenjamin(1994)pointedout.Infaceof greater thaninthebroadcast-reception scheme discussedbyMcLuhan(2007)and criticism oftheirreaders.However, thepossibilityofinterferenceislatent,far the writer. Ofcourse,writersmay ormay notheedthecommentsandaccept 25 controle dastecnologias eseusefeitos.” em umacorrida atrás donovo; (3)fazer usodosprocessos, desenvolvendo habilidades quepermitamoacesso eo In theoriginal:“(1)repelir astecnologias etentar ficarfora doprocesso; (2)apropriar-se datécnicaetransformar avida On theotherhand,Plaza(1990)himselfstatesthatinterfacesaffect effects. allow theaccess andcontrol ofthetechnologies andtheir (3) makinguseoftheprocesses, developing skillsthat race after thenew; (2) appropriating techniques andtransforming life into a process; (1) repelling technologies andtryingto stay outofthe 25 (BRITO, 2006,p. 1)

Patrícia Margarida Farias Coelho, Marcos Rogério Martins Costa and Rodrigo Otávio dos Santos Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 169 27 The management 26 We also emphasize that reaction 3 is the most useful one, since it makes also emphasize that reaction 3 is the most useful one, since We Even though reaction 1 is one of the most frequent, Brito (2006) insists frequent, Brito one of the most reaction 1 is Even though We do not name the institution, nor do we specify any members of the school community, in order to ensure their ensure to in order members of the school community, specify any nor do we do not name the institution, We the school management team. by approved in this article were presented All the data anonymity. Module teachers are those who have not been assigned classes and who are in the school to teach the students in case the students teach school to in the and who are classes not been assigned those who have are Module teachers Department. City Education São Paulo by is adopted nomenclature is absent. This the permanent teacher

team has a principal, two deputy principals and two coordinators. The full staff full staff team has a principal, two deputy principals and two coordinators. The The consists of 82 people, including public servants and outsourced employees. (from morning (from 7 a.m. to 12 p.m.) and afternoon school has two shifts: secondary 1.30 p.m. to 6.30 p.m.), with students from early childhood to upper In 2017, 587 students were enrolled. education, with 300 students per shift. 26 27 that reaction 3 would be the most promising for the sphere of education, for education, of sphere the for promising most the be would 3 reaction that is (r)evolution cybernetic of process the of out keeping First, reasons. several with technological are in (inter)action at all times we because almost impossible, it is not the mere Secondly, radio to the screen of the cell phone. devices, from the teaching-learning process, tools that transforms the adoption of technological it is not restricted solely dynamic and adaptive and, therefore, since it is complex, by the classroom teacher. the didactic-pedagogical tools used and exclusively to when the school community 2. Thirdly, of reaction Hence the ineffectiveness control of technologies and abilities that allow access to and develops skills and can use 3 −, the teaching-learning process − as suggested by reaction their effects objects, as well as with greater adaptation to educational digital technologies of efficiency. with greater probability tool: no teaching inclusion of a didactic-pedagogical explicit a primary factor in any a previous method. undergone without having medium can be used successfully for responsible is who teacher the by done planning the is method previous This forms as as well procedures, strategies, objects, teaching objectives, establishing criteria. Without this, the inclusion of digital of evaluation and their respective an innocuous, incoherent action, which technologies into the classroom becomes promote cannot that it sense in the all at efficient or not efficient little in fact, is, and social values. According to Cysneiros the acquisition of new knowledge the school, teacher and to qualitatively affect (1998, p. 4), “computer uses that fail fail to result unique features of the computer, student routine, or to exploit the Considering appearance actually changes.” in substantive changes, because only technologies associated to school planning, we the pertinence of adopting digital school of São Paulo state education system carried out a case study in a public of approval in the levels and average with more than forty years of tradition The school has twelve classrooms, a largest university entrance examinations. a computer lab, a science and technology lab, a cafeteria, computerized library, The faculty consists of 36 teachers, 25 of two courtyards, and a sports court. whom are permanent teachers and 11 are module teachers. 170 Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD using Wattpad: “Do youknoworuseanapp calledWattpad?”. Of the22students, way, or untilthatmoment,itwasmisunderstoodornot apparent. (r)evolution wasalreadypresent intheclassroomeveryday, evenif,inaveiled of thelesson).Thisdemonstrated toteachersandmanagersthatthecybernetic sometimes hindered the teaching-learning process (music during the explanation learning process(camerastocopycontentsandrecorder tostorecontents)and all threecases,thepotentialitiesofsmartphone sometimesfosteredthe headphones as an agent of interference in student-teacher communication. In recorders forlisteningandmemorizing;themusic played onsmartphone cameras assubstitutesfortheblackboardcopyexercise andsmartphoneaudio various media in the classroom as study tools. For example, they used smartphone teachers andlaterwiththemanagementteamthat thestudentsalreadyused disapproval onthepartofteachersandmanagementteam. on listening to music with headphones during some moments of the class, despite their smartphonesasstudymaterial.Anegativefactisthatthestudentsinsisted teachers’ explanationspriortotheassessmentswererecordedbystudentson the blackboardinsteadofcopyingcontentsintheirnotebooks.Inaddition, about copyingtextsfromtheblackboard.Inmany cases,theyphotographed hours forevaluationoftheresultswitheducationandmanagementteams. hours fortheexecutionwithinclassroomwithstudents;andtwenty for classroomobservation;twentyhoursplanningwiththeteachers;sixty January toJune2017,totaledmorethan120hours.Twenty hourswereintended (2) planning,(3)execution,and(4)evaluationofthecasestudy, conductedfrom the first year of upper secondary education. The timeof the (1) observation, selected had22students(12femaleand10male)aged15to17years,attending a proposalforteachingandlearningtoreadproducetexts.Theclassroom of sentencesfortheconstructionatextinwrittenlanguage. but alsotothedifficulty inwriting,thatis,theformulation andorganization aspect highlightedisrelatednotonlytothefactthatwritingspontaneous, in writing texts spontaneously unless they would turn into some grade. Another classroom, andthattherewasgrowingdisinterestofuppersecondarystudent reported thattheyfaceddifficulties inadoptingdigitaltechnologiesthe especially theteachersresponsibleforPortugueselanguagediscipline, evaluation, as wellpersonal development. Thirdly, teachersthemselves, reinforcing theimportanceofhabitstudyingandsystemconstant follow ahumanisticstrandthatpromotestheintegralformationofstudent, favorable context for adopting new teaching and learning proposals, since they the educationalphilosophy followedbythepedagogicalteamprovidesa openness totheresearchthatmanagementofthisschooloffered. Secondly, Based onthis,theresearchers questionedeachofthestudentsabout In theplanningstage,itwasreportedinmeetingswith Portugueselanguage At the observation stage, it was found that the students were apathetic In thefaceofthisdemand,aclassroomwaschosentobepilot We chosethisinstitutionforseveralreasons.Thefirstonewasthe

Patrícia Margarida Farias Coelho, Marcos Rogério Martins Costa and Rodrigo Otávio dos Santos Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 171

28 In the execution phase, the first didactic sequence was initially aimed at phase, the first didactic sequence In the execution The instructions given for the execution of the novel adventure genre given for the execution of the novel The instructions the application, the instructions were For writing the adventure novel on the chapters of the this stage, not only did students publish After the teacher responsible for the participation was significant, Although The adventure novel is a literary genre that emerged in the late nineteenth century. The background theme of its plot is background The century. nineteenth in the late emerged that genre is a literary novel adventure The is chapters) subdivided into is often that story a long, complex (i.e., of this type of novel character main The an adventure. when this of the plot occurs conflict The an imaginary being). an adult, or even (a child, a teenager, sympathetic generally removed etc.), of interest, conflict disaster, a natural or lover, of a relative (death serious reason some very is, for character circumstances. exceptional and even difficult situations face to and then forced his or her routine, from 28 18 answered that they knew the application. And nine of these 18 reported reported 18 of these And nine the application. knew that they 18 answered and writing texts. for reading used it frequently that they spontaneously that we can say the rest of the class, users with the nine application Comparing texts regularly and published room had installed students in this 40% of the that used sequences three didactic this data, we constructed With on Wattpad. sequence was twenty-hours long reading and writing classes; each for Wattpad and researchers), since and ten hours of study by teachers (ten hours of class between students and the application. empathy there was already who had not yet installed functions to the students presenting the application to proposed was it Next, it. using start to them encourage to order in Wattpad teaching the of production the to application this of potentialities the relate genre. object adventure novel were as follows. First, the students read some excerpts from texts published by were as follows. First, the students the teacher and the researchers read out various users of this application. Then and the teacher, Then the students, the loud some texts taken from Wattpad. texts read in the classroom, using Wattpad researchers made comments on the resources. more than ten and less than thirty lines, the texts should have as follows. Firstly, presenting at least two characters in two with more than three paragraphs, one to three dialogues between the said characters. Then settings, and different colleagues. on the texts of three different the students were expected to comment the teacher would only evaluate the text that The production was individual and and received at followed the aforementioned rules was published on Wattpad, The time other than the author of the story. least a comment from a student a month, stage was approximately from instruction to the teacher assessment to explore, write, and give feedback on the during which students were expected application. For the also continued to write the story. requested genre, but over 80% of them using the success of this sequence, the endorsement of students who were already Wattpad users of frequent were who nine students The was essential. application and validated the didactic-pedagogical proposal of the teacher and researchers stimulated their peers to continue producing the genre. produced the class emphasized that, according to his perception, the chapters the same quality of previous textual productions in this activity did not have 172 Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD competence. the cultured norm of Brazilian Portuguese language was called grammatical student’s handwriting. presence orabsenceofaccentuation;(b)thespellingeachword;and(c) language wascalledgraphic competence. Inthiscompetence,weevaluated: (a) the graphic signalsthatarehistorically, sociallyandculturallyagreeduponinagiven written productions.Theabilitytomateriallyrecordinsomemediumthe researchers beforethebeginningofcasestudy. and discursivecompetences,whichhadbeenagreedonbytheteacher published onWattpad werecorrectedaccordingtotheirgraphic,grammatical − such as ruled paper − but computers with access to Wattpad. These texts Wattpad platform. During the writing process, students used no other support important aspriorinformationofthestudents’writingprocess. not have accessto such previous texts. However, we consider the teacher’s report written outside the virtual environment. We highlight that the researchers did 30 29 to 10.0. Performance is considered satisfactory from 5.0 to 7.0, and excellent from 7.01 in eachcompetency, i.e.,5.0.Below5.0theperformance isunsatisfactory. arithmetic meansandalsowhetherthestudentachieved regularperformance each competence,dividedbythenumberofcompetences.Table 1presentsthese obtained bythestudentisresultofsuminevaluations grade and 10 being the maximum, for each competency. The arithmetic mean of language(metaphor, metonymy, gradation,hyperbole, irony, amongothers). organization ofideasthroughoutthetextonmeaning;and(i)usefigures of theargumentsandelementsnarrative; (h) influence exertedbythe We verifiedthiscompetenceusingthefollowingcriteria:(g)nocontradiction the languageforproductionofmeaningwascalleddiscursivecompetence. useofcoordinationandsubordination. (f) (d) varieduseofseveralclasseswords;(e)nominalandverbalagreement; lexical characteristics. Therefore, we adoptBrazilian Portuguese. the formation ofanew languagedifferent from LusitanianPortuguese andwithits own discursive, grammatical and In agreement withCastilho (2010), we defend that thePortuguese languagedeveloped inthenational territory promoted aspects: font, size andarrangement oftheletters inthelayout ofthepage. calligraphy inhandwriting.We understand as intrinsicfactors to calligraphy inthedigitalenvironment thefollowing Calligraphy inthedigitalenvironment isnotrelated to thestroke andtheconnections between theletters asthe The abilitytorecordduringtheuseoflanguagestandards We discriminatedthethreecompetenciesadoptedtoevaluatestudents’ What researchersdidanalyzewerethetextsproducedbystudentson For evaluation,weadoptedascalefrom0to10,withbeingtheminimum The articulationofideas,paragraphsandothersyntagmaticunits 30 For this competence, we examined the following linguistic aspects: 29

Patrícia Margarida Farias Coelho, Marcos Rogério Martins Costa and Rodrigo Otávio dos Santos Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 173

31 32 GRADE 2 2 2 2 3 3 5 2 5 3 5 5 3 4 4 4 LEGEND 0 0 7.5 6.5 6.5 6.5

Mean 3.5 17%

COMPETENCE DISCURSIVE DISCURSIVE 1 1 1 1 1

27%

COMPETENCE GRAMATICAL GRAMATICAL 1

22%

COMPETENCE GRAPHIC GRAPHIC

4% COMPETENCE COMPETENCE Indicates that the student achieved regular performance in the criterion (cut grade 5.0) grade (cut in the criterion performance regular achieved the student that Indicates in the criterion performance regular did not achieve the student that Indicates than 5.0) lower (grade With regard to the results, in general, we can see that the criterion With regard to the results, in general, we can see that the criterion In this table, in the first column, each cardinal numeral represents a In this table, in the first column, 1 2 7 3 5 8 6 9 4 11 12 17 21 13 15 18 16 19 14 10 22 20

general arithmetic mean of the percentage is the sum of the other percentages divided by divided by is the sum of the other percentages arithmetic mean of the percentage general index STUDENT satisfaction the three competences, totaling 17% totaling competences, the three in 3.5. which resulted the 22 students, arithmetic mean is the sum of the other means, divided by general The Requirement Requirement The 31 The 32 Source: Authors’ elaboration. Authors’ Source: TABLE 1 TABLE WORK – INDIVIDUAL GENRE NOVEL ADVENTURE ON WATTPAD: PRODUCTIONS FIRST particular student, and each line corresponds to the analysis of the numbered particular student, and each line competences are evaluated according to the student. In the central columns, achieved student’s overall performance in that item. Green means the student The numerical (5.0), whereas red means the student did not. regular performance And the lowest on the column on the right. grades obtained by the students are as well as line presents the totals of the satisfaction index of each requirement, mean of the students’ general arithmetic mean (3.5) and the general arithmetic the percentages of the three competences (17%). grammatical with the worst result was graphic competence (3%), followed by 174 Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD by theothergroups. groups makeatleastthreecommentsontheproduction ofthechaptersproduced least tenchapterswith30to60lineseach.Theteachers alsoproposedthatthe asked towriteanentireadventurenovelwithsixcharacterizedcharacters,at The groupformationcriterionwastheaffinity ofitsmembers. Eachgroupwas The proposalwastoseparatetheclassroomintogroupsoffoursixstudents. considering thedatacollectedbyresearchers. to redotheplanningoffollowingtwodidacticsequenceswithteachers, underused withinthisdidacticpedagogicalstrategy. Therefore,itwasnecessary proposal wasnoteffective, becausethecommunityofreaders ofWattpad was whereas the students were dispersed, since the production was individual. This the guidancetowrite,review, edit,andrewritewascenteredontheteacher, the communityofreadersdigitalsocialnetworks.Incaseactivity, agile andcollaborativeway, andauthorsalsocountonthevoluntarycritiqueof network. The application can helpto write, revise, edit and rewrite texts in amore teachers ininteractionwiththeirrespective students andtheentiredigitalsocial expectations presentintheplan. innocuous, inthesensethatstudentsdidnotmeetteaching-learning tool without using all its resources, observing its limits and potentialialities, is other words,theseunsatisfactoryresultsshowedthatemployingatechnological application intotheschoolpractices,especiallyasameansofproducingtexts.In that neededtobeadjusted,sinceitwasnotenoughincludetheuseof was farbeyondwhatexpected.Eachgroupreceived onaverage aboutsixty twelve comments,threefromeachgroup.However, thestudents’participation were organized,totalizingfourgroups.Thus,each chapter wouldreceiveatleast their gradewaszero. can highlightthatstudents9and13didnotperformtheactivityand,therefore, 22 students,onlyfourstudents(1,4,7,and22)scoredabove5.0.Inaddition,we being atotallyunsatisfactoryresultandtenfullysatisfactoryresult.Thus,ofthe required bytheschool:atleast5.0(five)pointsonazerototenscale,with three competenceswas17%,whichisrelativelylowforanuppersecondaryclass. competence (22%),anddiscursive(27%).Theoverallmeanofthe 34 33 scientific publication. but thecomments ofthisother typeofinteraction were notconsidered inthisstudy. These data willbepart of another It isnoteworthy that other membersoftheWattpad reader community interacted intheworks publishedby thestudents, Internet. these students reported that they could notcarryouttheactivities at homebecausethey didnothave access to the Students 9and13failed to perform theactivitybecausethey missed theclasses inwhichitwas developed. Inaddition, In thesecondandthirddidactic sequences, theapproachwas readjusted. Wattpad canimprovethethreecompetences,whenitiswellusedby The datashowedthatitwasnotthedidactic-pedagogicalsequence With thisproposal,threegroupsofsixstudentsand oneoffourstudents The resultwaswellbelowexpectationsgiventhestudentperformance The 34 33

Patrícia Margarida Farias Coelho, Marcos Rogério Martins Costa and Rodrigo Otávio dos Santos Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 175 The proposal of posting and commenting was guided by the teachers, who guided by the commenting was of posting and The proposal membersits and whole a as group each comment, each with Therefore, groups had to improve their literary In the third didactic sequence, the between interaction the planned sequence second the see, can we As some considerations. This collective From this data, we can make impact predominant that the consider we point, the first to In response comments on each of the chapters. The most commented chapter received a total a total received chapter most commented The the chapters. each of on comments received 28. least commented and the of 145 interventions and technical of mutual respect For comments, rules interventions. also made or low-slang words could not use For example, students emphasized. quality were aspects highlight the positive and negative their peers, and comments should offend criteria of evaluation of the focusing primarily on the of the chapter’s aesthetics, to (i) use of figures from (a) presence or absence of accentuation three competences: among others). irony, hyperbole, gradation, metonymy, of language (metaphor, made in the writing process. The of the mistakes they aware in particular became the periods and how to texts regarding both how to construct students edited their didactic second the of proposal the was This paragraphs. their segment and formulate of this stage, since theof the novels by the groups. The duration sequence: edition the novels by the four groups, was 45 days. instructions until the completion of the for as well as class, whole the of appreciation the for again it post and work researchers. In addition, each group had to final evaluation of the teacher and to the classroom, discussing present the plot of their textual production briefly and how the comments of their classmates had helped overcome the difficulties was carried out in four hours and each construct the text. The oral presentation for oral presentation and ten minutes for group had at least twenty minutes and researchers). This stage, from the discussion with classmates, the teacher days. lasted fifteen instruction to the oral presentation, social network. digital using Wattpad groups in the form of a social network to bring, from the digital universe into The third sequence prompted students in the oral presentation genre. Thus, the two the classroom, their achievements complemented each other: from the sequentially performed didactic sequences and vice versa. digital universe to the classroom, it is important presents positive results. However, construction using Wattpad a process to define what the impact of this proposal was and to question: if such would the results be the same? were carried outside the digital environment, the is the active and meaningful participation of the student, which promotes own their foster to and act in interfere who people young of the protagonism secondary schooling process. Such protagonism is encouraged by BNCC of upper the education (BRASIL, 2018). As for the second point, it is necessary to relativize had to positive results, since the first attempt was not successful and the proposal the proposal be adjusted. Just as in a classroom using the blackboard and chalk, that this had to be realigned and adapted. Therefore, we can say with Wattpad teachers not bring positive results depending on how flexible or may strategy may proposals. are when applying this digital technology to their didactic-pedagogical 176 Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD the mostgrammatical limitationstogather ingroup2.Thisisjust ahypothesis, who hadthemostdifficulty inspelling togatheringroup1andthosewhohad according tothecriterion ofaffinity ofitsmembers,whichmay have ledthose performance ofeachgroup may have occurredbecause eachgroupwasformed it didnotperformregularly wasthegrammaticalone.Thesedifferences inthe competences. Thesameoccurred withgroup3,butthecompetenceinwhich in thegraphiccompetence,itobtained a regularresultintheothertwo three competencies.Although group1didnotreachtheregularperformance mentioned, theyalertthattherewasachangeinthe teaching-learningprocess. in this case study, these gains are impact indicators, because, as previously are emphasizinginthisworkisthat,undertheconditions observedandanalyzed can berelativizeddependingonthemediumand methodology used.Whatwe this case,fromlowtoregularperformance.Ofcourse, theseimpactindicators impact indicators,sincetheyalerttothechangefromonestageanother−in didactic sequences:theencouragementtoreadandproducetextsspontaneously. other literaryandnon-fictiongenres.Thiswasthegreatestgaininthree also becausetheyreportedthatwillcontinuetouseWattpad toproduce quite satisfactory, notonlybecausethestudentsincreasedtheirfinalgrade,but competence, with 100% performance. Thus, the execution of the case study was with lowperformancebeforeachievedhighperformance,especiallythediscursive Source: Authors’ elaboration. LATEST PRODUCTIONSONWATTPAD: ADVENTURE NOVEL GENRE–GROUPWORK TABLE 2 Wattpad. as afinalresult:thegradesobtainedbystudentsinlatestproductionson These pointscannotbeignoredwhencheckingthefollowingdatathatwebring STUDENT Requirement satisfaction index We highlighttheresultsofgroups 2and4,whichperformedwellinthe In thisarticle,thesegainstotheteaching-learningprocessareconsidered As wecansee,everyone scored abovethe 6.0 mean.Thethreecompetences 2 (four students) (grade lower than5.0) Indicates that thestudent didnotachieve regular performance inthecriterion Indicates that thestudent achieved regular performance inthecriterion (cut grade 5.0) 4 (six students) 3 (six students) 1 (six students)

COMPETENCE 75% LEGEND 1 1 1 GRAPHIC COMPETENCE 75%

1 1 1 GRAMMATICAL COMPETENCE 100% 1 1 1 1 DISCURSIVE COMPETENCE Média 7,75 6,5 8,5 8,5 7,5 GRADE Patrícia Margarida Farias Coelho, Marcos Rogério Martins Costa and Rodrigo Otávio dos Santos Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 177 . We distinguish We internal social network. The comments produced on Wattpad’s social digital network played a social digital network played The comments produced on Wattpad’s Moreover, these data show that the three competences have autonomy and autonomy have three competences data show that the these Moreover, who were held first with the teachers the evaluation stage, meetings At , because the former concerns internal social network from digital social network of each group and the latter refers to the the comments made by the students said, the comments of all the members registered in the application − as already users who were not students of the selected class were comments of Wattpad each other As these groups should interact with not considered in this study. of each group the internal social network through the comments on Wattpad, community and at the same time created was gradually included in the Wattpad of that that is, a space of interaction of the students its own digital territory, school in the digital social network. students could not address key role here. In the interaction process on Wattpad, established previously were There intervention. kind of any make or subject any of rules and the students were under the guidance, supervision and evaluation of acting and teachers, who were also present through their comments. This way and more data on other group formations is needed to prove it. However, with with However, prove it. to is needed formations group on other more data and and this is a subject explanation, this was the closest we had access to, the data studies. in further to be explored the text, throughout basis, but they interact on a case-by-case can be investigated than regular performance that the two groups that had lower because we can see compared when means arithmetic lowest the had competences the of one in (5.0) three competences. that obtaind regular grades in the to the two groups the with finally and managers their with then execution, in the participated discussion, it was understood team. In these three moments of entire pedagogical had unsatisfactory results, of the first didactic sequence had that the application tool had not taken as a didactic-pedagogical of Wattpad since the implementation had been treated as another − that is, Wattpad into account its functionalities being a means of text dissemination, besides space for writing − and the fact that, authors and readers talk, i.e., it is no longer it is a digital social network in which already have as we and the printed book reader, a relation between the author and Chartier (2002). When the didactic sequences on Cavallo commented drawing the digital social network features present in were replanned, adjusting them to evaluating and creating the texts changed. No longer was of the way Wattpad, which the student might or might not have an isolated book chapter asked, in student would begin a story that s/he would the idea of the whole, in which the an entire orientation was different: be unable to finish. The didactic-pedagogical middle and end. In addition, the teachers, book was requested, with beginning, proposed that this textual production article, along with the researchers of this social network from the formation of be collective, thus creating an internal proposal, as one of the instructions given groups. This was foreseen since the that each group should necessarily comment by the teacher to the students was group. These comments from one group on the textual production of another here call we what generated other the to 178 Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD a pilotthat,albeitscalable, needsmorestudies,because: in thethirdsector, suchas education,ishowitimplemented.Whatwedid was al. (2018),oneofthefactors influencing toomuchtheefficiency ofapublicpolicy to thecharacteristicsofWattpad’s digital socialnetwork. adittion, todiscoverandevaluatetheimpacts,itisnecessaryadaptplanning devices withoutdeprivingthemoftheircharacteristics andpotentialities.In a need for aplanning in which didactic sequences accommodate technological and writingpractices.We propose that,inordertoverifytheimpacts,thereis discover theimpactsofusingWattpad intheteachingandlearningprocessofreading problematics exposedatthebeginningofthiswork: howtoverify, 5.0) inthegroups(seeTable 2). discursive competencereachregularperformance(gradeequaltoorgreaterthan 1999; GARCEZ, 1998).Theuseoftheapplicationingroup dynamics madethe albeit autonomous, are interrelated, mainly in the writing process (CHATIER, evaluation of global (graphic, grammatical and discursive) competences, which, group dynamics.We alsoevidencedtherelevanceofconsideringcriteriafor proposed inthiscasestudy, thepertinenceofacceptingdigitalsocialnetworksin educators andresearchers,followingthedetailedsteps. secondary education,basedonacasestudythatcanbereplicatedbyother actions to use the application as a didactic-pedagogical tool in Brazilian upper described themainusabilityfeaturesofWattpad. Inthesecond,weproposed language classes. publishing sectortodevelopteachingandlearningprocessesinthePortuguese technological resourcespresentintheapplicationofacreativeindustry pedagogical nature.Therefore,whatthisstudydidwastoappropriatethe which growsandexpandsitsmarketniches,orientationisnotofaprimarily Wattpad wasnotinitiallydesignedforuseinschools.Evenasacreativeindustry, FINAL CONSIDERATIONS other didacticsequencesbecarriedoutintheschooldisciplines. management teamthatotherstudiesonthesamethemeandexecutionof it a fruitful action. As a future development, it was recommended by the them totheparentsofstudents involved inthestudy. All ofthemconsidered results tothepedagogicalmeetingswithotherteachersandlaterpresented technologies andtheireffects”. p. 1):“makeuseofprocesses,developingskillsthatallowaccessandcontrol interacting istheeffective realizationofreaction(3),discussedbyBrito(2006, Another notetobemade regards implementation.AsdiscussedbyPizaet Thanks tothis,wewereableobtainrelevant results toanswer the Thanks toWattpad, wewereabletofollow, inthedidacticsequence The educatorsinvolved inthecasestudyandmanagerstookthese We fulfilledthetwospecificobjectivesproposed.Infirsttopic,we evaluate and Patrícia Margarida Farias Coelho, Marcos Rogério Martins Costa and Rodrigo Otávio dos Santos Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 179

(PIZA et al., 35 [...] there is no experimental impact assessment without without assessment impact is no experimental [...] there anticipate one cannot that given problems, implementation the decision influences This occur. may that all the problems this, one Aside from intervention. scale the not to whether or find an a pilot, test to because it is possible be careful must − not disappears scaling it, the effect and then when effect, the way but because does not work, because the program different. in the pilot is implemented it was 2018, p. 160, our translation) 160, p. 2018, Comparing the results obtained with those of foreign studies on Wattpad Wattpad on studies foreign of those with obtained results the Comparing This caveat about the way of implementation was clear in this study, was clear in this study, of implementation the way about This caveat In the original: “não existe avaliação de impacto experimental em que não haja problemas com a implementação, tendo tendo a implementação, com em que não haja problemas experimental de impacto avaliação In the original: “não existe influencia a decisão de escalar ou Isso que podem ocorrer. os problemas todos antecipar que não se consegue em vista depois, quando e, efeito encontrar um piloto, testar pois é possível cuidado, ter deve-se isso, Afora não a intervenção. implementado no ele foi como a forma não funciona, mas porque programa o – não porque desaparecer o efeito escalar, é diferente.” piloto

35 because although the final results are positive in comparison to the initial ones, the final results are positive in comparison because although process of reading in order to improve the teaching-learning we indicate that, social networks, it is essential technological devices and digital and writing using and abilities among students and to foster the development of competences reasoning, the positive or negative impacts of Following this teachers, together. of the student and as a pedagogical tool depend on the relation using Wattpad device. As already suggested by Brito (2006), it the teacher with the technological by both of technologies and their effects, is deduced that the access and control an active and proficient teaching teachers and students, is what differentiates one, because it fails and thus ineffective and learning process from an innocuous on their teaching practice. to reflect to lead students to learn and teachers (2017) and Marcial (2016), Bal (2018), Aytan and similar tools, such as those of has pedagogical potential. Nonetheless, as we can deduce that the application cannot be underutilized as an additional stressed, digital technology we have because this atrophies the competences pedagogical tool, of a secondary nature, be concluded that creative industries, such as that should be stimulated. It can both outside and can motivate the reading and production of texts Wattpad, how they are used by teachers and students within schools, but this depends on that is, on the organization of the didactic in the teaching and learning process, objectives in terms of the potentialities sequence, the adequacy of the pedagogical In other and usability features of the technological device, among other aspects. to expose words, it is not enough simply to want to use a smartphone application and also a pedagogical content; one must plan how to use it, delimiting practices the activities). evaluation criteria (before, during and after 180 Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD fazer. SãoPaulo:Parábola,2015. FERRAREZI JR.,Celso;CARVALHO, RobsonSantosde.Produzirtextosnaeducaçãobásica : oquesaber, como DEGENNE, Alain; FORSÉ, Michel.Introducingsocialnetworks.London:Sage,1999. Available at:http:/edutec.net/textos/alia/PROINFO/prf_txtie08.htm.Access on: Nov. 10,2018. DA RIBIE–REDEIBEROAMERICANA DEINFORMÁTICA EDUCATIVA, Anais[...].Barraquilha,Colômbia,1996. CYSNEIROS, PauloGileno.Professoresemáquinas:umaconcepçãodeinformática naeducação.In:CONGRESSO Educação Temática Digital,Campinas,v. 20,n.2,p.518-538,abr./jun. 2018. production ofargumentativeanddissertationtext:adidacticproject basedonBakhtin’sphilosophy. ETD: COSTA, MarcosRogérioMartins;COELHO,PatríciaMargaridaFarias;MEDINA, IreneGarcia.Thewritten pedagógicas. BeloHorizonte:Autêntica, 2005. COSCARELLI, CarlaViana;RIBEIRO,AnaElisa(org.).Letramentodigital : aspectossociaisepossibilidades Mundo DigitaldeRevistaMediterráneaComunicación,2018.p.117-125. Tatiana Hidalgo (coord.).CreativeIndustriesGlobalConference:Librodeactas.Alicante, Espanha:Colección una nuevaformadeescribirlibrosenelsigloXXI.In:VIÑES,VictoriaTur; MEDINA, IreneGarcía; MARÍ, COELHO, Patrícia Margarida Farias; COSTA, Marcos Rogério Martins; SANTOS, Rodrigo Otávio dos. Wattpad: COELHO, FábioAndré;PALOMANES, Roza.Ensinodeproduçãotextual.SãoPaulo:Contexto,2016. Widbook. CHIEREGATTI, AnaAparecida. MídiumegestãodosespaçoscanônicoassociadonasplataformascolaborativasWattpad e CHARTIER, Roger. Aaventuradolivro.Tradução ReginaldoCarmelloCorrêadeMoraes.SãoPaulo:Unesp,1999. Guacira MarcondesMachadoeJoséAntôniodeMacedoSoares.SãoPaulo:Ática,2002. CAVALLO, Guglielmo;CHARTIER, Roger. Históriadaleituranomundoocidental.Tradução FulviaM.L.Moretto, CASTILHO, Ataliba Teixeira de.Novagramáticadoportuguêsbrasileiro.SãoPaulo:Contexto,2010. asp?strTitulo=A%20linguagem%20utilizada%20na%20Internet. Accesson:Nov. 10,2018. ago. 2006.Available at:http://www.educacional.com.br/entrevistas/interativa_adultos/entrevista008_imprimir. BRITO, GláuciadaSilva.Alinguagemutilizadanainternet.[Entrevistacedidaa]@educacional.RiodeJaneiro, BENJAMIN, Walter. Magiaetécnica,artepolítica.Tradução SergioPauloRouanet.SãoPaulo:Brasiliense,1994. base. Brasília:MinistériodaEducação/SecretariadeEducaçãoBásica,2018. BRASIL. MinistériodaEducação.SecretariaEducaçãoBásica.Basenacionalcurricularcomum:educaçãoéa Access on:Nov. 10,2018. jun. 2001.Available at:https://www.iconline.ipleiria.pt/bitstream/10400.8/237/1/n5_art9.pdf. BARBEIRO, Luis.Profundidade doprocessodaescrita.Educação&Comunicação,Leiria,v. 5,p.64-76, http://journals.aiac.org.au/index.php/ IJELS/article/view/4439/3441.Accesson:Nov. 10,2018. sample. InternationalJournalofEducation&LiteracyStudies,Melbourne,v. 6,n.2,p.89-100,2018.Available at: BAL, Mazhar. Readingandwritingexperiencesofmiddleschoolstudentsinthedigitalage:Wattpad BAKHTIN, Mikhail.Gênerosdodiscurso.Tradução PauloBezerra.SãoPaulo:34,2016. Parábola, 2007. ANTUNES, Irandé.Muitoalémdagramática:porumensinodelínguassempedrasnocaminho.SãoPaulo: ANDRÉ, MarliElizaDalmazoAfonso de.Estudodecasoempesquisaeavaliaçãoeducacional.Brasília:LiberLivro,2005. fulltext/EJ1157502.pdf. Accesson:Nov. 10,2018. environment. HigherEducationStudies,Toronto, v. 7,n.4,p.1-8,2017.Available at:https://files.eric.ed.gov/ AYTAN, Talat. EvaluationofelectronicwritingexperiencesTurkish teachercandidatesatWattpad REFERENCES 241 f.Dissertação(MestradoemLetras)–UniversidadeFederaldeSãoCarlos,2018. Patrícia Margarida Farias Coelho, Marcos Rogério Martins Costa and Rodrigo Otávio dos Santos Cad. Pesqui., São Paulo, v. 49, n. 173, p. 156-181, jul./set. 2019 181 This content is licensed under a Creative Commons attribution-type BY-NC. MAY 3rd, 2019 3rd, MAY on: publication para for | Approved 10th, 2018 on: NOVEMBER Received : os modos de participação na construção do texto. construção na de participação : os modos e o outro Carmo. A escrita Helena do Lucília GARCEZ, 1998. Editora UnB, Brasília: 2013. Atlas, projetos de pesquisa. 7. ed. São Paulo: Carlos. Como elaborar GIL, Antonio 2009. Paulo: Aleph, São Alexandria. Susana . Tradução Cultura da convergência JENKINS, Henry. 1997. Companhia das Letras, da leitura. São Paulo: Uma história Alberto. MANGUEL, ASEAN Journal of Open Distance Descriptors of social media use in higher education. MARCIAL, Ana Katrina. at: http://ajodl.oum.edu.my/sites/default/files/ dez. 2016. Available 8, n. 2, p. 12-23, Learning, Jacarta, v. 2018. 10, 20v8no2.pdf. Access on: Nov. document/vol8-no2/P2%20AJODL% 2. ed. São Paulo: Cortez, 2001. Da fala para a escrita: atividades de retextualização. MARCUSCHI, Luiz Antonio. como extensões do homem. São Paulo: Cultrix, 2007. McLUHAN, Marc. Os meios de comunicação de impacto Experiências de avaliação Janaína. SOARES, Marta; ARESTA, Thiago; PIZA, Caio; NASCIMENTO, Sul, Governamental do Rio Grande do – Departamento de Planejamento Estudos DEPLAN no terceiro setor. jun. 2018. n. 10, p. 157-164, Porto Alegre, Revista Ars, São Paulo, n. 2. p. 9-29, 1990. Available PLAZA, Júlio. Arte e interatividade: autor-obra-recepção. 10, 2018. Access on: Nov. at: http://www.cap.eca.usp.br/ars2/arteeinteratividade.pdf. Sulina, 2011. RECUERO, Raquel. Redes sociais na internet. Porto Alegre: , Madri, na educação: por que a moda? Revista Educación, Política y Sociedad ROMÃO, José Eustáquio. Avaliação 1, p. 33-54, jan./jun. 2018. n. 4, v. Paulus, 2013. Lúcia. Comunicação ubíqua: repercussões na cultura e na educação. São Paulo: SANTAELLA, . 2016/2017 DOS EDITORES DE LIVRO – SNEL. Convenção Coletiva de Trabalho NACIONAL SINDICATO at: https://snel.org.br/wp/wp-content/uploads/2018/06/rio-de- Rio de Janeiro: SNEL, 2017. Available 10, 2018. janeiro-2016-2017.pdf. Access on: Nov. 1998. Magda. Letramento: um tema em três gêneros. Belo Horizonte: Autêntica. SOARES, na cibercultura. Educação e Sociedade, Magda. Novas práticas de leitura e escrita: letramento SOARES, at: http://www.scielo.br/pdf/es/v23n81/13935. Available 23, n. 81, p. 143-160, dez. 2002. Campinas, v. 10, 2018. Access on: Nov. . São Paulo: Contexto, 2018. TERRA, Ernani. Da leitura literária à produção de textos Katherine. Social network analysis: methods and applications. Cambridge, UK: Stanly; FAUST, WASSERMAN, Cambridge University Press, 1994. at the NOTE: Patrícia Margarida Farias Coelho and Marcos Rogério Martins Costa carried out the case study Portuguese with school selected and collected all the data mentioned in the article. They wrote the text in English was performed translation into The scholar Rodrigo Otávio dos Santos. of the collaboration the Costa did the by Rodrigo Otávio dos Santos. Patrícia Margarida Farias Coelho and Marcos Rogério Martins technical review of the translation. CITE THIS ARTICLE TO HOW Education, Patrícia Margarida Farias Coelho; Marcos Rogério Martins Costa; Rodrigo Otávio dos Santos. 49, n. 173, Cadernos de Pesquisa, São Paulo, v. technology and creative industry: a case study of Wattpad. p. 156-181, July/Sept. 2019. https://doi.org/10.1590/198053146172