Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Demambro, Toni Silva
 |
| 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
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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
|
| 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/22896
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Resumo: |
This research originates from the question: what are the possibilities of mobility development produced in the teaching-learning process of Portuguese Language as an Additional Language for the Deaf through a work based on Social Activity and Multiliteracies? The general objective was to investigate how this teaching-learning process relates to the development of repertoire / mobility . The specific objectives were: to describe the proposal based on Social Activity and Multiliteracies and analyze the interactions of students in order to understand the transformations of the participants. The research was developed from the theoretical assumptions of Social Activity, Multiliteracies, Additional Language and Translanguaging. The theoretical and methodological basis is based on the Critical Collaborative Research, which seeks to transform society from practices that promote a critical reflection on acting in face of real situations experienced in the research process. The locus of the research was a group of deaf 9th grade students from a public school with a bilingual proposal for deaf people in the city of São Paulo. A proposal was developed with the deaf students based on Social Activity and Multiliteracies entitled: “Read and comment on topics of interest on WhatsApp”. Data were produced and collected from interviews, questionnaires, classroom observation, activity protocols, face-to-face and digital discussions (WhatsApp) that were filmed. The analysis and interpretation were based on the thematic content, description of activities and analysis of the participants' interactions. The results suggest that the proposed activity enables a reflective thinking of the students, the shared construction of knowledge and deconstruction of practices previously applied |
