O Facebook na sala de aula : uma proposta de escrita nas aulas de l?ngua portuguesa : uma proposta de revitaliza??o
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual de Feira de Santana
|
Programa de Pós-Graduação: |
Mestrado Profissional em Letras
|
Departamento: |
DEPARTAMENTO DE LETRAS E ARTES
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.uefs.br:8080/handle/tede/944 |
Resumo: | This study is an intervention proposal that presents discussions about the use of Facebook as a didactic-pedagogical resource, it focus on reading and text production in virtual environments, considering to this, digital literacy on teaching as proposed to Coscarelli (2009; 2016); Marcuschi (2008); Ribeiro (2016); Rojo (2012); Santaella (2014) and other authors. Developed in the scope of Profletras/UEFS, this study aimed to propose reading and writing activities of the digital genre ?post? with 9th grade students of a public school in Feira de Santana, Bahia, Brazil. The research, with an interventionist nature, was accomplished by didactic sequence activities of reading and text production that enabled the students to explore the digital universe and to recognize the post as a hybrid or multimodal genre like Baktin (2011), Bonini (2011) and others profess. Besides the researchers about Literacy and Genre, also other theorists are in consonance with the ideas presented by this study, like Certeau (2014), Freire (2008), Kock (2010), Soares (2000) and Marcuschi (2003). Official documents like National Curricular Parameters (PCNs, 1997/1998) were also consulted because of the understanding the necessity of inserting the school on online digital media, adapting it to the new social and learning contexto, in addition to implement innovative pedagogical practices with the objective of developing new behaviors to readers and text writers on language classes. Despite all the care and effort implemented during the past two years of dedication to the presente study, the data analysis pointed to a low performance of the discursive competence of the majority of the students during the online interaction. This result was surprising since the use of Facebook as a teaching space should awaken in them a greater interest in participating and enabling actions in which they would appropriate knowledge, improving and diversifying their reading and writing practices with greater autonomy and criticality, both in school and socially. This is not to say that there was no progress to be considered in the data analysis. However, these results lead us to suggest new studies on this subject, aiming to resolve the difficulties pointed out, in order to review actions and strategies that increase the student's reading and writing capacity in improving the quality of language teaching and learning in the school. |
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Portela, Girlene Lima2874929450492214886591http://lattes.cnpq.br/2356940245336918Nascimento, Cristiane Paim da Silva2019-12-16T22:15:30Z2019-03-12NASCIMENTO, Cristiane Paim da Silva. O Facebook na sala de aula : uma proposta de escrita nas aulas de l?ngua portuguesa : uma proposta de revitaliza??o. 2019. 157. Disserta??o (Mestrado Profissional em Letras)- Universidade Estadual de Feira de Santana, Feira de Santana, 2019.http://tede2.uefs.br:8080/handle/tede/944This study is an intervention proposal that presents discussions about the use of Facebook as a didactic-pedagogical resource, it focus on reading and text production in virtual environments, considering to this, digital literacy on teaching as proposed to Coscarelli (2009; 2016); Marcuschi (2008); Ribeiro (2016); Rojo (2012); Santaella (2014) and other authors. Developed in the scope of Profletras/UEFS, this study aimed to propose reading and writing activities of the digital genre ?post? with 9th grade students of a public school in Feira de Santana, Bahia, Brazil. The research, with an interventionist nature, was accomplished by didactic sequence activities of reading and text production that enabled the students to explore the digital universe and to recognize the post as a hybrid or multimodal genre like Baktin (2011), Bonini (2011) and others profess. Besides the researchers about Literacy and Genre, also other theorists are in consonance with the ideas presented by this study, like Certeau (2014), Freire (2008), Kock (2010), Soares (2000) and Marcuschi (2003). Official documents like National Curricular Parameters (PCNs, 1997/1998) were also consulted because of the understanding the necessity of inserting the school on online digital media, adapting it to the new social and learning contexto, in addition to implement innovative pedagogical practices with the objective of developing new behaviors to readers and text writers on language classes. Despite all the care and effort implemented during the past two years of dedication to the presente study, the data analysis pointed to a low performance of the discursive competence of the majority of the students during the online interaction. This result was surprising since the use of Facebook as a teaching space should awaken in them a greater interest in participating and enabling actions in which they would appropriate knowledge, improving and diversifying their reading and writing practices with greater autonomy and criticality, both in school and socially. This is not to say that there was no progress to be considered in the data analysis. However, these results lead us to suggest new studies on this subject, aiming to resolve the difficulties pointed out, in order to review actions and strategies that increase the student's reading and writing capacity in improving the quality of language teaching and learning in the school.Este estudo ? uma proposta de interven??o que apresenta discuss?es sobre o uso do Facebook como recurso did?tico/pedag?gico, concentrando-se na leitura e na produ??o de textos no ambiente virtual, considerando para isso, os letramentos digitais no ensino como ? proposto por Coscarelli (2009; 2016); Marcuschi (2008); Ribeiro (2016); Rojo (2012); Santaella (2014), dentre outros estudiosos. Desenvolvido no ?mbito do Profletras/UEFS este estudo teve o objetivo de propor atividades de leitura e de escrita em torno do g?nero digital post junto a uma turma do 9? ano de uma escola p?blica de Feira de Santana-BA, concretizado atrav?s de uma sequ?ncia did?tica que possibilitou, aos alunos, explorarem o universo digital, reconhecendo o post como um g?nero h?brido ou multimodal, como preconizam Bakhtin (2011) e Bonini (2011), dentre outros. Al?m dos pesquisadores que se debru?am sobre o Letramento e sobre o G?nero, outros te?ricos tamb?m est?o em conson?ncia com as ideias apresentadas neste estudo, a exemplo de Freire (2008); Koch (2010); Soares (2000); Marcuschi (2003), bem como documentos oficiais como os PCNs (1997, 1998), os quais foram consultados por entendermos que ? preciso inserir a escola no meio digital online, adequando-a ao novo contexto social e de aprendizagem; al?m de implementar pr?ticas pedag?gicas inovadoras com vistas ? cria??o de novos comportamentos de leitores e escritores de textos nas aulas de l?ngua. A utiliza??o do Facebook como espa?o de ensino desperta nos alunos maior interesse em participar e possibilita a??es nas quais os mesmos se apropriam do conhecimento, aprimoram e diversificam suas pr?ticas de leitura e de escrita com maior autonomia e criticidade, tanto no espa?o escolar quanto socialmente. Contudo, considerando a an?lise dos dados, tais resultados nos leva a sugerir novos estudos acerca dessa tem?tica, visando dirimir as dificuldades apontadas, a fim de rever a??es e estrat?gias que ampliem a capacidade leitora e escritora de alunos no que tange a melhoria da qualidade do ensino-aprendizagem de l?nguas na escola.Submitted by Bruno Matos Nascimento (brunomatos@uefs.br) on 2019-12-16T22:15:30Z No. of bitstreams: 1 Disserta??o Mestrado.pdf: 5016515 bytes, checksum: 81ecb2b7a7b866b46e9f4898952658b5 (MD5)Made available in DSpace on 2019-12-16T22:15:30Z (GMT). No. of bitstreams: 1 Disserta??o Mestrado.pdf: 5016515 bytes, checksum: 81ecb2b7a7b866b46e9f4898952658b5 (MD5) Previous issue date: 2019-03-12Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPESapplication/pdfporUniversidade Estadual de Feira de SantanaMestrado Profissional em LetrasUEFSBrasilDEPARTAMENTO DE LETRAS E ARTESEnsino-aprendizagem de leitura/escritaLetramentosPostIntera??oTeaching-learning of Reading and writingLiteracyPostInteractionLETRAS::LINGUA PORTUGUESALINGUISTICA, LETRAS E ARTESO Facebook na sala de aula : uma proposta de escrita nas aulas de l?ngua portuguesa : uma proposta de revitaliza??oinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis48421129453408147996006006006006006451293484473876986-274451291417698362348280260230440179923590462550136975366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEFSinstname:Universidade Estadual de Feira de Santana (UEFS)instacron:UEFSORIGINALDisserta??o Mestrado.pdfDisserta??o Mestrado.pdfapplication/pdf5016515http://tede2.uefs.br:8080/bitstream/tede/944/2/Disserta%C3%A7%C3%A3o+Mestrado.pdf81ecb2b7a7b866b46e9f4898952658b5MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82089http://tede2.uefs.br:8080/bitstream/tede/944/1/license.txt7b5ba3d2445355f386edab96125d42b7MD51tede/9442019-12-16 19:15:30.927oai:tede2.uefs.br:8080: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.uefs.br:8080/PUBhttp://tede2.uefs.br:8080/oai/requestbcuefs@uefs.br|| bcref@uefs.br||bcuefs@uefs.bropendoar:2019-12-16T22:15:30Biblioteca Digital de Teses e Dissertações da UEFS - Universidade Estadual de Feira de Santana (UEFS)false |
dc.title.por.fl_str_mv |
O Facebook na sala de aula : uma proposta de escrita nas aulas de l?ngua portuguesa : uma proposta de revitaliza??o |
title |
O Facebook na sala de aula : uma proposta de escrita nas aulas de l?ngua portuguesa : uma proposta de revitaliza??o |
spellingShingle |
O Facebook na sala de aula : uma proposta de escrita nas aulas de l?ngua portuguesa : uma proposta de revitaliza??o Nascimento, Cristiane Paim da Silva Ensino-aprendizagem de leitura/escrita Letramentos Post Intera??o Teaching-learning of Reading and writing Literacy Post Interaction LETRAS::LINGUA PORTUGUESA LINGUISTICA, LETRAS E ARTES |
title_short |
O Facebook na sala de aula : uma proposta de escrita nas aulas de l?ngua portuguesa : uma proposta de revitaliza??o |
title_full |
O Facebook na sala de aula : uma proposta de escrita nas aulas de l?ngua portuguesa : uma proposta de revitaliza??o |
title_fullStr |
O Facebook na sala de aula : uma proposta de escrita nas aulas de l?ngua portuguesa : uma proposta de revitaliza??o |
title_full_unstemmed |
O Facebook na sala de aula : uma proposta de escrita nas aulas de l?ngua portuguesa : uma proposta de revitaliza??o |
title_sort |
O Facebook na sala de aula : uma proposta de escrita nas aulas de l?ngua portuguesa : uma proposta de revitaliza??o |
author |
Nascimento, Cristiane Paim da Silva |
author_facet |
Nascimento, Cristiane Paim da Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Portela, Girlene Lima |
dc.contributor.advisor1ID.fl_str_mv |
28749294504 |
dc.contributor.authorID.fl_str_mv |
92214886591 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2356940245336918 |
dc.contributor.author.fl_str_mv |
Nascimento, Cristiane Paim da Silva |
contributor_str_mv |
Portela, Girlene Lima |
dc.subject.por.fl_str_mv |
Ensino-aprendizagem de leitura/escrita Letramentos Post Intera??o |
topic |
Ensino-aprendizagem de leitura/escrita Letramentos Post Intera??o Teaching-learning of Reading and writing Literacy Post Interaction LETRAS::LINGUA PORTUGUESA LINGUISTICA, LETRAS E ARTES |
dc.subject.eng.fl_str_mv |
Teaching-learning of Reading and writing Literacy Post Interaction |
dc.subject.cnpq.fl_str_mv |
LETRAS::LINGUA PORTUGUESA LINGUISTICA, LETRAS E ARTES |
description |
This study is an intervention proposal that presents discussions about the use of Facebook as a didactic-pedagogical resource, it focus on reading and text production in virtual environments, considering to this, digital literacy on teaching as proposed to Coscarelli (2009; 2016); Marcuschi (2008); Ribeiro (2016); Rojo (2012); Santaella (2014) and other authors. Developed in the scope of Profletras/UEFS, this study aimed to propose reading and writing activities of the digital genre ?post? with 9th grade students of a public school in Feira de Santana, Bahia, Brazil. The research, with an interventionist nature, was accomplished by didactic sequence activities of reading and text production that enabled the students to explore the digital universe and to recognize the post as a hybrid or multimodal genre like Baktin (2011), Bonini (2011) and others profess. Besides the researchers about Literacy and Genre, also other theorists are in consonance with the ideas presented by this study, like Certeau (2014), Freire (2008), Kock (2010), Soares (2000) and Marcuschi (2003). Official documents like National Curricular Parameters (PCNs, 1997/1998) were also consulted because of the understanding the necessity of inserting the school on online digital media, adapting it to the new social and learning contexto, in addition to implement innovative pedagogical practices with the objective of developing new behaviors to readers and text writers on language classes. Despite all the care and effort implemented during the past two years of dedication to the presente study, the data analysis pointed to a low performance of the discursive competence of the majority of the students during the online interaction. This result was surprising since the use of Facebook as a teaching space should awaken in them a greater interest in participating and enabling actions in which they would appropriate knowledge, improving and diversifying their reading and writing practices with greater autonomy and criticality, both in school and socially. This is not to say that there was no progress to be considered in the data analysis. However, these results lead us to suggest new studies on this subject, aiming to resolve the difficulties pointed out, in order to review actions and strategies that increase the student's reading and writing capacity in improving the quality of language teaching and learning in the school. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-12-16T22:15:30Z |
dc.date.issued.fl_str_mv |
2019-03-12 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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dc.identifier.citation.fl_str_mv |
NASCIMENTO, Cristiane Paim da Silva. O Facebook na sala de aula : uma proposta de escrita nas aulas de l?ngua portuguesa : uma proposta de revitaliza??o. 2019. 157. Disserta??o (Mestrado Profissional em Letras)- Universidade Estadual de Feira de Santana, Feira de Santana, 2019. |
dc.identifier.uri.fl_str_mv |
http://tede2.uefs.br:8080/handle/tede/944 |
identifier_str_mv |
NASCIMENTO, Cristiane Paim da Silva. O Facebook na sala de aula : uma proposta de escrita nas aulas de l?ngua portuguesa : uma proposta de revitaliza??o. 2019. 157. Disserta??o (Mestrado Profissional em Letras)- Universidade Estadual de Feira de Santana, Feira de Santana, 2019. |
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