Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Oliveira, Grassinete Carioca de Albuquerque |
| Orientador(a): |
Cavenaghi-Lessa, Angela |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
|
| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22957
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Resumo: |
We live in the interval of extended time and space, mobile, immaterial, of alternation (BAUMAN, 2016), in which order and disorder (MORIN, 2000) produce constant uncertainties. However, in many school contexts, the fragmented, disciplinary, uniform, disconnected from the “the life we live” (MARX and ENGELS, [1845-1846] 2007) an teacher discourse is still present. Faced with this unstable scenario, this research has the general objective to critically understand the sense and attributed meanings by Portuguese Language instructors from Acre Secretary of Education and Culture to the concepts of multiliteracy, discursive genres and didactic sequences. To understand this process, critical-formative actions were developed based on the pedagogy of the multiliteracies (NEW LONDON GROUP, 1996; COPE and KALANTZIS, 2000; 2005; 2013) and on the use of the didactic sequence (DOLZ, NOVERRAZ and SCHNEUWLY, 2004). This proposal comes from dialogues with Acre State Department of Education Teaching Board that sought to answer the following specific questions: a) What are the senses and meanings attributed by the participants to discursive genres, didactic sequences and multiliteracies? and b) What senses and attributed meanings about the concepts of discursive genres, didactic sequence and multiliteracies contributed to the pedagogical actions of the instructors? In the theoretical field, we are based on Applied Linguistics views that consider its purpose was to create an inter-and-undisciplinary dialogue with the questions of the use of languages (MOITA LOPES, 1996; 2006), and to investigate and propose mechanisms for the obstacles encountered in the different ways of using languages. The methodology adopted hare is based on the Critical Collaboration Research, PCCol (MAGALHÃES, 2004; 2009; 2011), in which the participants involved act critically, collaboratively and reflexively within the developed activities, in order to intervene and transform the existing reality. The data of this research was collected from critical-formative actions developed in 2017 and 2019, with the use of questionnaires, recordings (audio and video) and copies of materials constructed and developed by the researcher and participants. This material was described, analyzed and interpreted, considering a perspective of content analysis as postulated by Bardin ([1977] 2016). As results, we find in the process of critical-formative actions the commitment of south teacher education and portuguese language trainers to seek and review concepts that seemed to be crystallized and to learn new theoretical concepts; to consider that multiliteracies and didactic sequence are possible practice because they are associated with the social practices and non-linearity of the proposed workshops; to realize the need to be (trans)forming as instructors and to think of critical-formative-actions as something truly collaborative and transformative |
