Collaborative writing practices and multiliteracies in high school textual production

Abstract

This article presents an analysis on collaborative writing practices used on a collective online comment writing discursive genre, produced on the digital application Google Docs, approaching the racism theme with senior year high school students from a municipal school in Palotina, PR. The question that guided the research was: How can collaborative writing contribute to online comment writing discursive genre? The research falls within the Applied Linguistics field, being a qualitative research, particularly an action research kind. The research’s corpus consists on online group commentary and was analyzed, on the written and rewritten steps of an online comment production stored on Google Docs version history, in order to identify which aspects of collaborative writing practices and which elements of the multi-tools students used. The theoretical basis was centered around authors like Pinheiro (2011), Rojo e Moura (2012), Coscarelli (2016), Ribeiro (2018), among others. The data reveals very positive results, since students that effectively participated in both the written and rewritten activity, produced the proposed discursive genre text, having done the collaborative practices of collective written text construction and being able to insert multiliteracy elements in it.