Histórias infantis na educação linguística em inglês para crianças: mobilizando práticas de linguagem multiletradas

• Ano de defesa: 2026
• Autor(a) principal: Machado, Andressa Alves
• Orientador(a): Dornelles, Clara Zeni Camargo
• Banca de defesa: Dornelles, Clara Zeni Camargo, Tonelli, Juliana Reichert Assunção, Mota, Sara dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pampa
• Programa de Pós-Graduação: Mestrado Profissional em Ensino de Linguas
• Departamento: Campus Bagé
• País: Brasil
• Palavras-chave em Português: Ensino de Inglês para Crianças; Multiletramentos; Histórias Infantis; Educação Linguística; Teaching English to Children; Multiliteracies; Children's Stories; Language Education
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.unipampa.edu.br/handle/123456789/11371

This research aimed to investigate the effects of a didactic unit (DU) implementation focused on teaching English to children through Children's Stories (CS) as a way to promote multiliterate language practices. To design the actions of this proposal, we conducted a bibliographical review about English teaching to children in Brazil, looking for practices involving CS in Additional Language (AL) classrooms. For the concept of multiliteracies, we drew upon the New London Group (1996), Rojo (2012), and Pinheiro (2016). Thus, our main objective was to analyze this intervention proposal, which had the following specific objectives: 1) to describe how the movements of multiliteracies can integrate English learning through Children’s Stories; 2) to understand to what extent this intervention proposal fosters English language education; 3) to analyze the design elements mobilized in students reading and production. The research was conducted at the Núcleo de Línguas Adicionais (NLA) of Unipampa, which is an extension project of the university campus in Bagé, RS. The target audience of this intervention project will be children from Ensino Fundamental – Anos Iniciais (EFAI), corresponding to Elementary School students. The children were students from Bagé’s public schools, aged from 6 to 10 years. This study is characterized as an action research (Tripp, 2005; Thiollent, 2011). During the 20 hours of the study implementation, data were generated through videos, photos, digitized students’ work, and a reflexive journal produced by the teacher-researcher and two collaborators. The generated data were analyzed qualitatively (Mason, 2002) and revealed that the intervention was effective in promoting multiliterate practices in English teaching for children through Children's Stories, additionally highlighting the inclusive and humanizing potential of literature in language teaching by fostering students' agency and collaborative attitude in the redesign process of their own stories.