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- ItemAcesso aberto (Open Access)Hipertexto nas práticas de ensino de língua portuguesa: uma análise de planos de aula do portal do professor do MEC(Universidade Federal de São Paulo (UNIFESP), 2020-11-30) Pereira, Gabrielle Costa [UNIFESP]; Elias, Vanda Maria Da Silva [UNIFESP]; Universidade Federal de São PauloThis research, whose theme is hypertext in the teaching of Portuguese, aims to analyze how it is addressed in lesson plans available on the Ministry of Education's Teacher Portal. The search is justified because hypertext is a prominent topic in official documents such as the National Curriculum Parameters (PCNs) and the National Common Curricular Base (BNCC), and should be addressed in reading and writing practices in the classroom, in order to contemplate the varied languages that come into its composition. The study research is based on the fact that since then, in the era of digital culture, new challenges have been imposed on education, which makes it necessary to i) explore, with pedagogical objectives, the current technological resources and digital environments; ii) understand the forms of communication, interaction and performance in the world, as well as the cultural impacts that new technologies bring to society; iii) develop new ways of using and learning; iv) training to act in a society marked by constant technological advances. The corpus consists of four lesson plans extracted from the Teacher's Portal, which have hypertext as their object. In this work, hypertext is understood as a construct enhanced by traces of multiple connection between texts, non-linearity, non-delimitation, fluidity, variety of themes, textual genres and languages, resulting from the work carried out collaboratively by users interacting on the networks. In the wake of the discussion on hypertext, the concept of multi-tools is approached, which is closely related to multimodal or multisemiotic texts. In a scenario like the current one, in which the school is no longer the only source of knowledge and information, the practices of writing, reading, interaction and negotiation of meanings of the multiple languages present in the hypertext deserve to be highlighted.
- ItemRestritoO material didático para o ensino de Português como Língua de Acolhimento (PLAc): construindo critérios de avaliação(Universidade Federal de São Paulo, 2023-02-28) Paula, Daniele Pechi de [UNIFESP]; Carneiro, Alan Silvio Ribeiro [UNIFESP]; http://lattes.cnpq.br/5225826480901413; http://lattes.cnpq.br/7257816589723675The context of this dissertation is the teaching of Portuguese as a Host Language in Brazil. This dissertation discusses the specificities involved in creating and assessing didactic materials for this specific purpose. The objectives of this investigation are to report the history and contexts of creating the Pode Entrar textbooks and the Portas Abertas and Vamos Juntos(as)! Collections, describing the books’ linguistic ideologies present in these books and the profile of the suggested activities, and propose analysis criteria for Portuguese as a Host Language didactic materials that were tested on analyses made by teaching units in this investigation’s corpus. This is a work that used documentary research to survey the PLAc teaching materials that have already been published in Brazil, qualitative research, through in-depth interviews with authors of the analyzed textbooks and bibliographical research for investigating criteria for assessment of didactic materials for teaching additional languages. From an epistemological point of view, this dissertation falls within the domain of Applied Linguistics, more specifically the one that understands the field from an indisciplinary perspective (MOITA LOPES, 2018) mobilizing theoretical resources that contribute to reflect about the specific research problem presented in this investigation. Based on the debates held by several authors on the concept of Portuguese as Host Language (GROSSO, 2010, CABETE 2010, OLIVEIRA & GOMES, 2014, LOPEZ, 2018, ANUNCIAÇÃO 2018, RUANO, 2019, DINIZ and SCARAMUCCI, 2022, among others) on language policies and language ideologies (RICENTO and HORNBERGER 1996, BLOMMAERT, 2003, HORNBERGER and JOHNSON 2007, DINIZ 2012, BIZON and CAMARGO, 2018, ANUNCIAÇÃO, CAMARGO and LOPEZ, 2021, among others), about culture and transculturality in language education (MENDES 2004 and 2012, MAHER 2007, SALOMÃO 2015, among others) and about the functions and criteria to evaluate didactic materials (OLIVEIRA and FURTOSO, 2009, DINIZ, STRADIOTTI and SCARAMUCCI, 2009, SCHEYERL, 2012, MENDES 2012, TILIO 2016, BIZON and DINIZ, 2019, among others), I tried to understand the ways in which Portuguese as Host Language teaching materials are being constructed and present criteria to analyze them. Seeking to describe which are the conceptions of language and culture in the didactic materials and the representation of the students, I tried to answer in the first chapter of analysis what the context of production of Portuguese as Host Language textbooks reveal about how the linguistic reception of crisis migrants is done in Brazil and how such publications represent their target group. Then, in the second analysis chapter, based on the evaluation criteria of additional language textbooks selected for this research: graphic design, teacher's manual, nature of the activities, critical multilingualism (TILIO, 2016), and interculturality, I evaluated two didactic units of each book. The analysis of this corpus showed that the thematic choices are very similar and significant for the migrant public, however, the operationalization of activities and work with genres, in order to promote critical literacy (JORDÃO, 2016) could be better developed in two of the three publications analyzed. The results point to a language teaching that would need to take more the students' linguistic and cultural repertoires into consideration in two out of the three publications analyzed, and the need of developing a transcultural approach for teaching Portuguese as a Host Language that allows students to transition between languages, develop autonomy and enfranchisement, and have their rights as de facto citizens ensured and respected.
- ItemAcesso aberto (Open Access)Memes antifeministas e conservadorismo em rede: uma análise das leituras e enquadramentos dos femininos desviantes(Universidade Federal de São Paulo, 2023-12-12) Domingues, Quésia Alves de Souza Sanches de [UNIFESP]; Oliveira, Lucila Maria Pesce de [UNIFESP]; http://lattes.cnpq.br/4867232275873194; http://lattes.cnpq.br/4867232275873194; http://lattes.cnpq.br/5114465561415002O objetivo geral da presente pesquisa consiste em examinar o conteúdo de memes antifeministas coletados no portal aberto do Facebook “Antifeminista” para compreender em que medida os sentidos socialmente depreendidos das representações do feminino feitas pelos ideais ligados ao conservadorismo hodierno apresentam potencial para capitanear possíveis propostas sociais de formação leitora crítica, no contexto da cultura digital, voltadas aos anos finais do Ensino Fundamental, pensando em descontruir estereótipos e leituras restritivas das existências femininas, que sorrateiramente se proliferam no tecido social. O marco teórico ergue-se em meio aos seguintes campos conceituais: ciberespaço e cidadania (BONNILA, 2010; LÉVY, 2000; RECUERO, 2009); multiletramentos (KALANTZIS e COPE, 2012; KNOBEL e LANKSHEAR, 2007; ROJO e MOURA, 2012); formação leitora crítica (DEWEY, 1976; FREIRE, 1989a; PESCE e ABREU, 2012); memes antifeministas (LANKSHEAR e KNOBEL, 2006; SABBATINI, 2020; SHIFMAN, 2013). Assume-se a abordagem metodológica qualitativa, de natureza exploratória, consubstanciada pela análise de conteúdo. O método de análise dos dados pautou-se no enquadramento das peças coletadas em uma matriz taxonômica adaptada da proposta de Chagas et al. (2017), que possibilitou o exame dos memes com base nas instâncias analíticas a saber: a) função social, b) conteúdo temático e natureza referencial/ retórica, c) relação entre o humor e o conteúdo do texto, d) experiência leitora provocada pela narrativa e agenda política, e) o macroefeito que a comunicação pretende provocar socialmente. Os achados da pesquisa revelam que o enunciador lança mão de uma gama diversa de estratégias linguísticas e discursivas, para persuadir e alimentar o repertório do leitor não crítico, com o objetivo de descredibilizar o movimento feminista e perpetuar relações de dominação de gênero. Assim, os resultados sugerem também que os memes analisados apresentam-se como importantes recursos para nortear propostas e práticas educativas de leitura, que constituam experiências de expansão da consciência e problematizem as enunciações opressivas que transitam nos espaços virtuais, veiculadas por ações comunicativas que impõem o silenciamento de vozes minoritárias, a fim de preservar o status quo.
- ItemAcesso aberto (Open Access)MEMES E ENSINO DE LITERATURA NO ENSINO MÉDIO: PESQUISA EXPLORATÓRIA DE ALGUNS MEMES DO PORTAL LÍTERA BRASIL(Universidade Federal de São Paulo, 2021-08-09) Meirelles, Luciano Nunes dos Santos; Oliveira, Lucila Maria Pesce de; http://lattes.cnpq.br/4867232275873194; http://lattes.cnpq.br/2554585093032652A presente dissertação tem por objetivo compreender a possível contribuição dos memes com o Ensino de Literatura. Para tanto, analisa alguns memes de Literatura do Portal Lítera Brasil, vinculados às escolas literárias do Romantismo e do Realismo, estudadas na 2ª série do Ensino Médio, levando-se em consideração as habilidades da BNCC. Trata-se de uma pesquisa qualitativa, em que se realiza a análise documental de alguns memes do Portal Lítera Brasil. O quadro teórico ergue-se em meio aos seguintes campos conceituais: a) multiletramentos, apoiando-se em Rojo (2013), Rojo e Barbosa (2015), Rojo e Moura (2019); b) linguagem hipermidiática, com base em Recuero (2011) e Santaella (2004; 2013; 2007); c) gêneros discursivos e suas extensões, consoante a Bakhtin (2003) e Brait (1996, 1997, 2013); d) meme como gênero discursivo veiculado nas redes sociais digitais, baseando-se em Dawkins (2007), Recuero (2011) e Ventapane (2019); e) paradigmas do Ensino de Literatura, baseados em Cosson (2019, 2020). Os achados da pesquisa sugerem a potência do uso de memes no ensino de Literatura no Ensino Médio.