Das manifestações discursivas multissemióticas ao multiletramento: procedimentos didático-pedagógicos
محفوظ في:
| المؤلف الرئيسي: | |
|---|---|
| تاريخ النشر: | 2020 |
| التنسيق: | Master thesis |
| اللغة: | por |
| المصدر: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/8509 |
الملخص: | This research has as a theme the approach of multimodal discursive genres in pedagogical practices, aiming at the promotion of multiliteracy. The objective is to elaborate and apply reading practices in the classroom, based on precepts from the French Discourse Analysis, as well as from Discursive Multimodality, in order to provide students with systematic moments of reading texts from discursive genres of multisemiotic nature With this objective, the following theoretical frameworks are mainly articulated: about discursive genres, Bakhtin (2009, 2011a, 2011b), Schneuwly and Dolz (2011); Kress (1996, 2000), Kress e van Leeuwen (2006), Lemke (1993, 2016), Rojo (2012, 2013) and Dionísio (2011, 2014), regarding discursive multimodality; Foucambert (1994), Petit (2008) and Silva (1981), about reading practices; New London Group (2000), Kalantzis and Cope (2000), Lemke (1993, 2016) and Rojo (2012, 2013), with regard to the multiliteracy; Maingueneau (2008) in relation to Global Semantics. In order to enable the production of reading practices, some of these theoretical categories are associated in the engendering of a methodological device that facilitates the analysis of enunciativediscursive aspects inscribed in multimodal texts. As for the methodology, it is an exploratory and bibliographical research, developed through action research, carried out in a 6th grade elementary school, from a private school, in the city of Sarandi (RS). As a motivating corpus, advertisements were used, which bring together multiple languages in their semantic constitution, carried in different media and with different discursive purposes. As a general result, it is noteworthy that pedagogical practices based on multimodal genres potentiate and boost language teaching, since they bring the learner closer to communicative-interactive situations proper to his discursive reality, thus assisting in the acquisition of the multiliteracy of this audience. In addition, this research fosters the development of didactic-pedagogical methodologies aimed at strengthening the teaching and learning process of reading skills. |
| _version_ | 1871607635774537728 |
|---|---|
| author | Moura, Rafael da Silva |
| author_browse | Moura, Rafael da Silva |
| author_facet | Moura, Rafael da Silva |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Moura, Rafael da Silva |
| dc.contributor.none.fl_str_mv | Freitas, Ernani Cesar de http://lattes.cnpq.br/9653110286244674 |
| dc.date.none.fl_str_mv | 2020-04-01 2025-05-27T15:02:29Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | MOURA, Rafael da Silva. Das manifestações discursivas multissemióticas ao multiletramento: procedimentos didático-pedagógicos. 2020. 163 f. Dissertação (Mestrado em Letras) - Universidade de Passo Fundo, Passo Fundo, RS, 2020. https://repositorio.upf.br/handle/123456789/8509 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Instituto de Filosofia e Ciências Humanas - IFCH Brasil UPF Programa de Pós-Graduação em Letras |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Língua portuguesa Semântica Leitura - Desenvolvimento LETRAS::LINGUA PORTUGUESA |
| dc.title.none.fl_str_mv | Das manifestações discursivas multissemióticas ao multiletramento: procedimentos didático-pedagógicos From multisemiotic discursive manifestations to multiliteracy: didactic-pedagogical procedures |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | This research has as a theme the approach of multimodal discursive genres in pedagogical practices, aiming at the promotion of multiliteracy. The objective is to elaborate and apply reading practices in the classroom, based on precepts from the French Discourse Analysis, as well as from Discursive Multimodality, in order to provide students with systematic moments of reading texts from discursive genres of multisemiotic nature With this objective, the following theoretical frameworks are mainly articulated: about discursive genres, Bakhtin (2009, 2011a, 2011b), Schneuwly and Dolz (2011); Kress (1996, 2000), Kress e van Leeuwen (2006), Lemke (1993, 2016), Rojo (2012, 2013) and Dionísio (2011, 2014), regarding discursive multimodality; Foucambert (1994), Petit (2008) and Silva (1981), about reading practices; New London Group (2000), Kalantzis and Cope (2000), Lemke (1993, 2016) and Rojo (2012, 2013), with regard to the multiliteracy; Maingueneau (2008) in relation to Global Semantics. In order to enable the production of reading practices, some of these theoretical categories are associated in the engendering of a methodological device that facilitates the analysis of enunciativediscursive aspects inscribed in multimodal texts. As for the methodology, it is an exploratory and bibliographical research, developed through action research, carried out in a 6th grade elementary school, from a private school, in the city of Sarandi (RS). As a motivating corpus, advertisements were used, which bring together multiple languages in their semantic constitution, carried in different media and with different discursive purposes. As a general result, it is noteworthy that pedagogical practices based on multimodal genres potentiate and boost language teaching, since they bring the learner closer to communicative-interactive situations proper to his discursive reality, thus assisting in the acquisition of the multiliteracy of this audience. In addition, this research fosters the development of didactic-pedagogical methodologies aimed at strengthening the teaching and learning process of reading skills. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UPF_82f970d2eeff064a7f4f1d5bc6d9d631 |
| identifier_str_mv | MOURA, Rafael da Silva. Das manifestações discursivas multissemióticas ao multiletramento: procedimentos didático-pedagógicos. 2020. 163 f. Dissertação (Mestrado em Letras) - Universidade de Passo Fundo, Passo Fundo, RS, 2020. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/8509 |
| publishDate | 2020 |
| publishDateSort | 2020 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Instituto de Filosofia e Ciências Humanas - IFCH Brasil UPF Programa de Pós-Graduação em Letras |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | Das manifestações discursivas multissemióticas ao multiletramento: procedimentos didático-pedagógicosFrom multisemiotic discursive manifestations to multiliteracy: didactic-pedagogical proceduresLíngua portuguesaSemânticaLeitura - DesenvolvimentoLETRAS::LINGUA PORTUGUESAThis research has as a theme the approach of multimodal discursive genres in pedagogical practices, aiming at the promotion of multiliteracy. The objective is to elaborate and apply reading practices in the classroom, based on precepts from the French Discourse Analysis, as well as from Discursive Multimodality, in order to provide students with systematic moments of reading texts from discursive genres of multisemiotic nature With this objective, the following theoretical frameworks are mainly articulated: about discursive genres, Bakhtin (2009, 2011a, 2011b), Schneuwly and Dolz (2011); Kress (1996, 2000), Kress e van Leeuwen (2006), Lemke (1993, 2016), Rojo (2012, 2013) and Dionísio (2011, 2014), regarding discursive multimodality; Foucambert (1994), Petit (2008) and Silva (1981), about reading practices; New London Group (2000), Kalantzis and Cope (2000), Lemke (1993, 2016) and Rojo (2012, 2013), with regard to the multiliteracy; Maingueneau (2008) in relation to Global Semantics. In order to enable the production of reading practices, some of these theoretical categories are associated in the engendering of a methodological device that facilitates the analysis of enunciativediscursive aspects inscribed in multimodal texts. As for the methodology, it is an exploratory and bibliographical research, developed through action research, carried out in a 6th grade elementary school, from a private school, in the city of Sarandi (RS). As a motivating corpus, advertisements were used, which bring together multiple languages in their semantic constitution, carried in different media and with different discursive purposes. As a general result, it is noteworthy that pedagogical practices based on multimodal genres potentiate and boost language teaching, since they bring the learner closer to communicative-interactive situations proper to his discursive reality, thus assisting in the acquisition of the multiliteracy of this audience. In addition, this research fosters the development of didactic-pedagogical methodologies aimed at strengthening the teaching and learning process of reading skills.Esta pesquisa define como tema a abordagem de gêneros discursivos multimodais em práticas pedagógicas, visando à promoção do multiletramento. O objetivo a que se propõe consiste em elaborar e aplicar práticas leitoras em sala de aula, balizadas por preceitos oriundos da Análise do Discurso francesa, bem como da Multimodalidade discursiva, a fim de proporcionar ao alunado momentos sistemáticos de leitura de textos de gêneros discursivos de natureza multissemiótica. Mediante tal objetivo, são articulados, principalmente, os seguintes marcos teóricos: a) sobre gêneros discursivos, Bakhtin (2009, 2011a, 2011b), Schneuwly e Dolz (2011); b) em relação à multimodalidade discursiva, Kress (1996, 2000), Kress e van Leeuwen (2006), Lemke (1993, 2016), Rojo (2012, 2013) e Dionísio (2011, 2014); c) no que se refere a práticas de leitura, Foucambert (1994), Petit (2008) e Silva (1981); d) no que tange à concepção de multiletramentos, Grupo de Nova Londres (2000), Kalantzis e Cope (2000), Lemke (1993, 2016) e Rojo (2012, 2013); e) em relação à Semântica Global, Maingueneau (2008). Para viabilizar a produção das práticas leitoras, são associadas algumas das referidas categorias teóricas no engendramento de um dispositivo metodológico facilitador da análise de aspectos enunciativo-discursivos inscritos em textos multimodais. Quanto à metodologia, trata-se de uma pesquisa exploratória e bibliográfica, desenvolvida mediante pesquisa-ação, levada a efeito em uma turma de 6º ano do ensino fundamental, de uma escola privada, na cidade de Sarandi (RS). Enquanto corpus motivador, foram utilizados anúncios publicitários, que congregam múltiplas linguagens em sua constituição semântica, veiculados em diferentes mídias e com propósitos discursivos distintos. Como resultado geral, destaca-se que práticas pedagógicas calcadas em gêneros multimodais potencializam e dinamizam o ensino de língua, posto que aproximam o educando de situações comunicativo-interativas próprias de sua realidade discursiva, auxiliando, assim, na aquisição do multiletramento desse público. Ademais, esta pesquisa fomenta o desenvolvimento de metodologias didático-pedagógicas que visem ao fortalecimento do processo de ensino e aprendizagem da habilidade leitora.Universidade de Passo FundoInstituto de Filosofia e Ciências Humanas - IFCHBrasilUPFPrograma de Pós-Graduação em LetrasFreitas, Ernani Cesar dehttp://lattes.cnpq.br/9653110286244674Moura, Rafael da Silva2025-05-27T15:02:29Z2020-04-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfMOURA, Rafael da Silva. Das manifestações discursivas multissemióticas ao multiletramento: procedimentos didático-pedagógicos. 2020. 163 f. Dissertação (Mestrado em Letras) - Universidade de Passo Fundo, Passo Fundo, RS, 2020.https://repositorio.upf.br/handle/123456789/8509porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:07:29Zoai:repositorio.upf.br:123456789/8509Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:07:29Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | Das manifestações discursivas multissemióticas ao multiletramento: procedimentos didático-pedagógicos Moura, Rafael da Silva Língua portuguesa Semântica Leitura - Desenvolvimento LETRAS::LINGUA PORTUGUESA |
| status_str | publishedVersion |
| title | Das manifestações discursivas multissemióticas ao multiletramento: procedimentos didático-pedagógicos |
| title_full | Das manifestações discursivas multissemióticas ao multiletramento: procedimentos didático-pedagógicos |
| title_fullStr | Das manifestações discursivas multissemióticas ao multiletramento: procedimentos didático-pedagógicos |
| title_full_unstemmed | Das manifestações discursivas multissemióticas ao multiletramento: procedimentos didático-pedagógicos |
| title_short | Das manifestações discursivas multissemióticas ao multiletramento: procedimentos didático-pedagógicos |
| title_sort | Das manifestações discursivas multissemióticas ao multiletramento: procedimentos didático-pedagógicos |
| topic | Língua portuguesa Semântica Leitura - Desenvolvimento LETRAS::LINGUA PORTUGUESA |
| url | https://repositorio.upf.br/handle/123456789/8509 |