Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Silva, Rodrigo Assis da |
| Orientador(a): |
Liberali, Fernanda Coelho |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| 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 Educação: Formação de Formadores
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22819
|
Resumo: |
This research aims at investigating how Multiliteracies contributed to the production of short films in a project carried out in 2019, but that has been taking place since 2015, at EscolaTécnica (ETEC) of the municipality of Francisco Morato, in greater São Paulo. This institution belongs to Centro Paula Souza, connected to the Secretariat of Economic Development. In the course of four years, the short film project has been reorganized and expanded through Multiliteracies. During this time, the development of the project, in 2nd year of Management, Logistics and Internet Information Technology High School classes was photographed and video recorded. This study is based on the discussion of Multiliteracies focusing on multimedia, multimodality and multiculturalism, aspects that made up the production of the short films. In the light of this theoretical framework, the project at Etec used tools such as Classroom, Canva, Drive and Youtube in order to elaborate contemporary and digital classroom practices in the process of analyzing the images listed for short films, elaborated by students. In methodological terms, it is an action research (TRIPP, 2005), because it was reflexively organized through the systematic oscillation between action and investigation, in four moments: planning, acting, describing and evaluating, enabling different views on the methodology. It is also based on Kincheloe's (1997) vision of critical action research, which offers interactions between the methodology and the research project. From this point of view, both teacher’s and students’ actions were considered for the analysis of classroom interaction due to the fact that they are deemed as critical and active agents involved in the production of knowledge and classroom organization. It is a collaborative process in which the production of short films occurred through the exchange between teacher and students. The procedures of data analysis are configured by the actions of Smyth (1992) critical reflection, deepened by Liberali (2004), namely: describe, inform, confront and reconstruct. This type of analysis leads to the understanding that contestation in the research process must be exercised with a view of having students to comprehend moral and ethical values that define the reconstructed actions. The initial results point out that Multiliteracies were part of the short film production project due to the use of: multimedia as a form of representation, analysis and reference to prepare short films; multimodality as the aspect of the constructive compositions of the different modes of meaning production; multiculturality, revealed in the life trajectory of each student and integrating the constituent repertoire of short films. In conclusion, the short film project made it possible to take a different look at the student's role, understood in this process as a creative individual in the midst of group interactions with peers and their community / school. Therefore, working with short films can be an aid to the development of students in different educational spaces. In this direction, there is a need for the teacher to seek tools that bring students closer to contemporary life, permeated by Multiliteracies, to become critical agents willing to overcome the socio-historical-cultural challenges |
