Práticas de multiletramentos no contexto escolar: investigação de uma abordagem pedagógica para o ensino de produção textual por meio de narrativas digitais
Ano de defesa: | 2015 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Tecnologias Educacionais em Rede
|
Departamento: |
Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/10661 |
Resumo: | Recent studies in Applied Linguistic (MOTTA-ROTH, 2006, 2008, 2009, 2010; SILVA, 2012; SILVA, PILATI, DIAS, 2010; FUZER, 2012, 2014 among others) show gaps in the process of learning and teaching of textual production in the Brazilian context.Therefore, it is essential to the school provide development of competences and abilities that enable the student to be part of the society when using verbal and nonverbal language to produce texts that embrace the use of different semiosis into the school practice. In this scenario, the text production task at school needs to be rethought to consider such needs, mainly as a way to create motivation and student‟s engagement in learning their mother tongue, in order to set up the act of writing as social practice (MOTTA-ROTH, 2006) which to communicate to life (HYLAND, 2007).Thus, in this study, we elaborated a proposal of a pedagogical approach in teaching Portuguese language (PL) through the use of digital narratives, based on the teaching and learning genre cycle (ROTHERY, 1996; ROSE; MARTIN, 2012), the concept of teaching approach proposed by Almeida Filho (1998) and the Digital Teaching Material Cycle (REIS; GOMES, 2014) with the purpose of promoting multiliteracies practices at school. In this way, an action research was developed in the public school context, in which didactic and pedagogical interventions were applied by the teacher-researcher and conducted to design a final proposal of digital storytelling online course, using the Moodle Platform. Four practical interventions were carried out with high school students from a public school of Santa Maria / RS.The data collected in the pilot pedagogical practices were obtained through two questionnaires (a diagnostic and evaluation one) applied during the course, through the analysis of four digital narratives produced by students and their responses to the proposed activities in the applied course and as through reflective journal produced by the teacher-researcher.The results show an encouragement of multiliteracies practices by the students involved in the process. By working with technologies associated with the study of language and digital storytelling production, the students developed school, digital and multimodal literacies in writing texts based on genres and making use of technological resources in the process of building knowledge at school. Moreover, it also became evident that the development of the teacher‟s digital literacy was essential to elaborate the digital teaching material used, as well as the academic literacy allowed the suitability of the teacher‟s writing in the scientific context. As the final product of this research, we can glimpse a proposal of teaching Portuguese language within a contextualized approach, integrating the use of technologies, that we call as Digital Storytelling Teaching and Learning Production‟s Cycle, based on six activities phases (Explore the narrative genres; Collaborative production of genres; Rewriting the genres; Independent Production of genres; Designing the Digital Storytelling; Sharing the Digital Storytelling). To sum up, we believe that this proposal may guide teachers in training and continuing education in their didactic and pedagogical practices for teaching digital storytelling in language classes. |
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2016-03-172016-03-172015-08-10CECCHIN, Anidene de Siqueira. PRÁTICAS DE MULTILETRAMENTOS NO CONTEXTO ESCOLAR: INVESTIGAÇÃO DE UMA ABORDAGEM PEDAGÓGICA PARA O ENSINO DE PRODUÇÃO TEXTUAL POR MEIO DE NARRATIVAS DIGITAIS. 2015. 168 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015.http://repositorio.ufsm.br/handle/1/10661Recent studies in Applied Linguistic (MOTTA-ROTH, 2006, 2008, 2009, 2010; SILVA, 2012; SILVA, PILATI, DIAS, 2010; FUZER, 2012, 2014 among others) show gaps in the process of learning and teaching of textual production in the Brazilian context.Therefore, it is essential to the school provide development of competences and abilities that enable the student to be part of the society when using verbal and nonverbal language to produce texts that embrace the use of different semiosis into the school practice. In this scenario, the text production task at school needs to be rethought to consider such needs, mainly as a way to create motivation and student‟s engagement in learning their mother tongue, in order to set up the act of writing as social practice (MOTTA-ROTH, 2006) which to communicate to life (HYLAND, 2007).Thus, in this study, we elaborated a proposal of a pedagogical approach in teaching Portuguese language (PL) through the use of digital narratives, based on the teaching and learning genre cycle (ROTHERY, 1996; ROSE; MARTIN, 2012), the concept of teaching approach proposed by Almeida Filho (1998) and the Digital Teaching Material Cycle (REIS; GOMES, 2014) with the purpose of promoting multiliteracies practices at school. In this way, an action research was developed in the public school context, in which didactic and pedagogical interventions were applied by the teacher-researcher and conducted to design a final proposal of digital storytelling online course, using the Moodle Platform. Four practical interventions were carried out with high school students from a public school of Santa Maria / RS.The data collected in the pilot pedagogical practices were obtained through two questionnaires (a diagnostic and evaluation one) applied during the course, through the analysis of four digital narratives produced by students and their responses to the proposed activities in the applied course and as through reflective journal produced by the teacher-researcher.The results show an encouragement of multiliteracies practices by the students involved in the process. By working with technologies associated with the study of language and digital storytelling production, the students developed school, digital and multimodal literacies in writing texts based on genres and making use of technological resources in the process of building knowledge at school. Moreover, it also became evident that the development of the teacher‟s digital literacy was essential to elaborate the digital teaching material used, as well as the academic literacy allowed the suitability of the teacher‟s writing in the scientific context. As the final product of this research, we can glimpse a proposal of teaching Portuguese language within a contextualized approach, integrating the use of technologies, that we call as Digital Storytelling Teaching and Learning Production‟s Cycle, based on six activities phases (Explore the narrative genres; Collaborative production of genres; Rewriting the genres; Independent Production of genres; Designing the Digital Storytelling; Sharing the Digital Storytelling). To sum up, we believe that this proposal may guide teachers in training and continuing education in their didactic and pedagogical practices for teaching digital storytelling in language classes.Estudos recentes na área da Linguística Aplicada (MOTTA-ROTH, 2006, 2008, 2009, 2010; SILVA, 2012; SILVA, PILATI, DIAS, 2010; FUZER, 2012, 2014 entre outros) apontam lacunas no processo de ensino de produção textual no contexto brasileiro. Diante disso, parece imprescindível a escola proporcionar o desenvolvimento de competências e habilidades que capacitem o aluno a inserir-se na sociedade para usar a linguagem que abarque diferentes semioses nas práticas escolares. Para isso, a tarefa de produção textual precisa ser repensada para contemplar tais necessidades, principalmente como forma de gerar motivação e engajamento dos alunos na aprendizagem de Língua Materna, a fim de configurar o ato de escrever como uma prática social (MOTTA-ROTH, 2006) que visa comunicar para a vida (HYLAND, 2007). Sendo assim, neste estudo, elaboramos uma proposta de abordagem pedagógica de ensino de Língua Portuguesa (LP) por meio de narrativas digitais, tendo por base o ciclo de ensino e aprendizagem de gêneros (ROTHERY, 1996; ROSE; MARTIN, 2012), a concepção de abordagem de ensino proposta por Almeida Filho (1998) e o Ciclo de Produção de Material Didático Digital (REIS; GOMES, 2014), com vistas a promover práticas de multiletramentos no contexto escolar. Para isso, foi desenvolvida uma pesquisa-ação em contexto escolar público, na qual intervenções pedagógicas foram aplicadas pela professora-pesquisadora e embasaram o desenho da proposta final do curso online de produção de narrativas digitais, usando a Plataforma Moodle. Foram realizadas quatro intervenções práticas com alunos do Ensino Médio de uma escola pública da região de Santa Maria/RS. Os dados coletados na prática pedagógica piloto foram obtidos por meio de dois questionários (um de diagnóstico e um de avaliação) aplicado durante o curso, por meio da análise de quatro narrativas digitais produzidas pelos alunos e suas respostas às atividades propostas no curso aplicado, bem como por meio do diário reflexivo produzido pela professora-pesquisadora. Os resultados apontam o favorecimento de prática de multiletramentos dos participantes envolvidos no processo. Ao trabalharem com as tecnologias associadas ao estudo da linguagem e produzirem narrativas digitais, os alunos desenvolveram letramentos escolares, digital e multimodal. Além disso, ficou evidente a ampliação do letramento digital da professora, tão essencial à construção do material didático digital utilizado, bem como o letramento acadêmico, que possibilitou a adequação de sua escrita ao contexto científico. Como produto final desta pesquisa, podemos vislumbrar uma proposta de abordagem de ensino de LP contextualizada, integrando o uso de tecnologias, a qual denominamos como ciclo de Ensino e Aprendizagem de Produção de Narrativas Digitais, tendo por base 6 fases de atividades (Conhecer gêneros narrativos; Produção compartilhada de gêneros; Reescrita do Gênero; Produção Independente de gêneros; Design de narrativas digitais; Compartilhamento de narrativas). Para finalizar, consideramos que essa proposta poderá nortear professores em formação e formação continuada em suas práticas didático-pedagógicas quanto ao ensino de narrativas digitais em aulas de línguas.application/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em Tecnologias Educacionais em RedeUFSMBREducaçãoLíngua portuguesaTecnologiasNarrativa digitalMultiletramentosLinguística aplicadaPortuguese languageTechnologiesDigital storytellingMultiliteraciesApplied linguisticsCNPQ::CIENCIAS HUMANAS::EDUCACAOPráticas de multiletramentos no contexto escolar: investigação de uma abordagem pedagógica para o ensino de produção textual por meio de narrativas digitaisinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisReis, Susana Cristina doshttp://lattes.cnpq.br/3804571013104935Bottentuit Junior, João Batistahttp://lattes.cnpq.br/4828197220419425Fuzer, Cristianehttp://lattes.cnpq.br/5169963931397212http://lattes.cnpq.br/8437768490237448Cecchin, Anidene de Siqueira7008000000064003003003005002b2f4116-4fe7-439e-af6c-6e19cc913d7f2c7fba06-d9dc-47ec-8d3d-77ee071d96cdcb1d2e95-49f0-4fb4-a2dc-44ee669d5b054ed807e8-2407-46f9-9109-3b30d1f65207info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALCECCHIN, ANIDENE DE SIQUEIRA.pdfapplication/pdf5895387http://repositorio.ufsm.br/bitstream/1/10661/1/CECCHIN%2c%20ANIDENE%20DE%20SIQUEIRA.pdf7b01154993c368f0cca2193f05b75e3fMD51TEXTCECCHIN, ANIDENE DE SIQUEIRA.pdf.txtCECCHIN, ANIDENE DE SIQUEIRA.pdf.txtExtracted texttext/plain246402http://repositorio.ufsm.br/bitstream/1/10661/2/CECCHIN%2c%20ANIDENE%20DE%20SIQUEIRA.pdf.txtc0a768bcd49d8553b7e5d6ba462cfd2cMD52THUMBNAILCECCHIN, ANIDENE DE SIQUEIRA.pdf.jpgCECCHIN, ANIDENE DE SIQUEIRA.pdf.jpgIM Thumbnailimage/jpeg5295http://repositorio.ufsm.br/bitstream/1/10661/3/CECCHIN%2c%20ANIDENE%20DE%20SIQUEIRA.pdf.jpg0bb9db58273b1eecbc82ce943dd75c72MD531/106612022-08-08 12:59:37.545oai:repositorio.ufsm.br:1/10661Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-08-08T15:59:37Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Práticas de multiletramentos no contexto escolar: investigação de uma abordagem pedagógica para o ensino de produção textual por meio de narrativas digitais |
title |
Práticas de multiletramentos no contexto escolar: investigação de uma abordagem pedagógica para o ensino de produção textual por meio de narrativas digitais |
spellingShingle |
Práticas de multiletramentos no contexto escolar: investigação de uma abordagem pedagógica para o ensino de produção textual por meio de narrativas digitais Cecchin, Anidene de Siqueira Língua portuguesa Tecnologias Narrativa digital Multiletramentos Linguística aplicada Portuguese language Technologies Digital storytelling Multiliteracies Applied linguistics CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Práticas de multiletramentos no contexto escolar: investigação de uma abordagem pedagógica para o ensino de produção textual por meio de narrativas digitais |
title_full |
Práticas de multiletramentos no contexto escolar: investigação de uma abordagem pedagógica para o ensino de produção textual por meio de narrativas digitais |
title_fullStr |
Práticas de multiletramentos no contexto escolar: investigação de uma abordagem pedagógica para o ensino de produção textual por meio de narrativas digitais |
title_full_unstemmed |
Práticas de multiletramentos no contexto escolar: investigação de uma abordagem pedagógica para o ensino de produção textual por meio de narrativas digitais |
title_sort |
Práticas de multiletramentos no contexto escolar: investigação de uma abordagem pedagógica para o ensino de produção textual por meio de narrativas digitais |
author |
Cecchin, Anidene de Siqueira |
author_facet |
Cecchin, Anidene de Siqueira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Reis, Susana Cristina dos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3804571013104935 |
dc.contributor.referee1.fl_str_mv |
Bottentuit Junior, João Batista |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4828197220419425 |
dc.contributor.referee2.fl_str_mv |
Fuzer, Cristiane |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5169963931397212 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8437768490237448 |
dc.contributor.author.fl_str_mv |
Cecchin, Anidene de Siqueira |
contributor_str_mv |
Reis, Susana Cristina dos Bottentuit Junior, João Batista Fuzer, Cristiane |
dc.subject.por.fl_str_mv |
Língua portuguesa Tecnologias Narrativa digital Multiletramentos Linguística aplicada |
topic |
Língua portuguesa Tecnologias Narrativa digital Multiletramentos Linguística aplicada Portuguese language Technologies Digital storytelling Multiliteracies Applied linguistics CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Portuguese language Technologies Digital storytelling Multiliteracies Applied linguistics |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Recent studies in Applied Linguistic (MOTTA-ROTH, 2006, 2008, 2009, 2010; SILVA, 2012; SILVA, PILATI, DIAS, 2010; FUZER, 2012, 2014 among others) show gaps in the process of learning and teaching of textual production in the Brazilian context.Therefore, it is essential to the school provide development of competences and abilities that enable the student to be part of the society when using verbal and nonverbal language to produce texts that embrace the use of different semiosis into the school practice. In this scenario, the text production task at school needs to be rethought to consider such needs, mainly as a way to create motivation and student‟s engagement in learning their mother tongue, in order to set up the act of writing as social practice (MOTTA-ROTH, 2006) which to communicate to life (HYLAND, 2007).Thus, in this study, we elaborated a proposal of a pedagogical approach in teaching Portuguese language (PL) through the use of digital narratives, based on the teaching and learning genre cycle (ROTHERY, 1996; ROSE; MARTIN, 2012), the concept of teaching approach proposed by Almeida Filho (1998) and the Digital Teaching Material Cycle (REIS; GOMES, 2014) with the purpose of promoting multiliteracies practices at school. In this way, an action research was developed in the public school context, in which didactic and pedagogical interventions were applied by the teacher-researcher and conducted to design a final proposal of digital storytelling online course, using the Moodle Platform. Four practical interventions were carried out with high school students from a public school of Santa Maria / RS.The data collected in the pilot pedagogical practices were obtained through two questionnaires (a diagnostic and evaluation one) applied during the course, through the analysis of four digital narratives produced by students and their responses to the proposed activities in the applied course and as through reflective journal produced by the teacher-researcher.The results show an encouragement of multiliteracies practices by the students involved in the process. By working with technologies associated with the study of language and digital storytelling production, the students developed school, digital and multimodal literacies in writing texts based on genres and making use of technological resources in the process of building knowledge at school. Moreover, it also became evident that the development of the teacher‟s digital literacy was essential to elaborate the digital teaching material used, as well as the academic literacy allowed the suitability of the teacher‟s writing in the scientific context. As the final product of this research, we can glimpse a proposal of teaching Portuguese language within a contextualized approach, integrating the use of technologies, that we call as Digital Storytelling Teaching and Learning Production‟s Cycle, based on six activities phases (Explore the narrative genres; Collaborative production of genres; Rewriting the genres; Independent Production of genres; Designing the Digital Storytelling; Sharing the Digital Storytelling). To sum up, we believe that this proposal may guide teachers in training and continuing education in their didactic and pedagogical practices for teaching digital storytelling in language classes. |
publishDate |
2015 |
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2015-08-10 |
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2016-03-17 |
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2016-03-17 |
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info:eu-repo/semantics/masterThesis |
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CECCHIN, Anidene de Siqueira. PRÁTICAS DE MULTILETRAMENTOS NO CONTEXTO ESCOLAR: INVESTIGAÇÃO DE UMA ABORDAGEM PEDAGÓGICA PARA O ENSINO DE PRODUÇÃO TEXTUAL POR MEIO DE NARRATIVAS DIGITAIS. 2015. 168 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/10661 |
identifier_str_mv |
CECCHIN, Anidene de Siqueira. PRÁTICAS DE MULTILETRAMENTOS NO CONTEXTO ESCOLAR: INVESTIGAÇÃO DE UMA ABORDAGEM PEDAGÓGICA PARA O ENSINO DE PRODUÇÃO TEXTUAL POR MEIO DE NARRATIVAS DIGITAIS. 2015. 168 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015. |
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