Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Pignatari, Nínive Daniela Guimarães
 |
| 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
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
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| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
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| 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/21836
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Resumo: |
The research, located in the field of Applied Linguistics, in concentration Language and Education, aims to investigate how the Critical Literacy, hereinafter referred to as LC, in the university can be propitiated by means of the argumentation in didactic activities based on on-line discussion. Therefore, we review theoretical positions on LC; interaction and cooperation, of vygotskyano kind and argumentation in school context. Based on this theoretical framework, we elaborated a proposal for an extension activity applied to a group of students from a law course at a University Center. The research is justified because only 22% of the students who are studying or finishing their degree are in the position of proficient (fully literate) of the scale considered by the INAF (2016). To reach the proposed goal and guide this research, we formulated the following research question: how can Critical Literacy in the university are provided from didactic activities of discussion online based on argumentation? The proposed didactic activity focused on the theme Freedom of expression in the context of intensification of hate speech and was organized in nine weeks, each one triggered from a set of texts with different positions and semioses (written, visual and audiovisual works). To stimulate the discussion, questions were elaborated based on the theoretical orientations regarding LC in the traditional and redefined meanings. The students answered them first on their own, posting their texts on the forum, and after the discussions in the chat, posted the group's response. As a corpus for the analysis, four discussions occurred at different moments of the activity. The individual responses, the transcription of the chat discussions and the group's responses were studied based on the CLC categories (Collaboration and Critical Literacy), developed by the researcher, based on previous studies on argumentation in a school context, to identify evidence that the argument between peers in activities of discussion generates collaboration and LC in the university. Qualitative interpretative analyzes indicated that the questions triggered arguments and different degrees of collaboration among the participants, factors that contributed to the development of LC |
