Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Macêdo, Idjane Mendes de Freitas
 |
| Orientador(a): |
Caiado, Roberta Varginha Ramos |
| Banca de defesa: |
Henz, Rossana Regina Guimarães Ramos,
Morais, Antônio Henrique Coutelo de,
Nascimento, Mizael Inácio do |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Católica de Pernambuco
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| Programa de Pós-Graduação: |
Doutorado em Ciências da Linguagem
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| Departamento: |
Departamento de Pós-Graduação
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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: |
http://tede2.unicap.br:8080/handle/tede/1856
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Resumo: |
Expanding communication means and new technologies, with the advent of internet, have become a decisive factor for the introduction of new languages in the classroom. Therefore, new forms of teaching are required, given the dynamic reach of knowledge. In this context, analyzing the (inter)dependence relationships among teaching Portuguese language (LP), Active Methodologies, and Digital Technologies, in the axes of oral expression, reading, and text production, in a state school in Pernambuco becomes the central objective of this research, as well as investigating and reflecting on the pedagogical use of active methodologies, used in a state school in Pernambuco and identifying how Digital Technologies are used in Portuguese language classes, in the axes of oral expression, reading, and text production. Regarding methodology and corpus composition, we opted for a qualitativeexplanatory research, in which the case study is the dominant analysis methodology. The corpus will be constituted by collecting and analyzing data in real teaching situations, in a High School class, with the application of an initial questionnaire to identify the profile of the Portuguese language teacher of the class, as well as a sequence of three semi-structured interviews with the teacher, aiming to contribute to the analysis in order to identify the factors that effectively contribute to teaching Portuguese language. In light of so many points that could be addressed, we propose to focus on the following question: What does teaching based on active methodologies, using digital technologies mean in the field of Portuguese language? To support this study, we will start from the contributions of the Theory of Reflective Thinking (DEWEY, 1959); Sociocultural Theory (VYGOTSKY, 1984), in relation to Dialogic Theory (BAKHTIN, 1981), composing the theoretical framework that will enable us to reflect on the interdependence relationships between teaching Portuguese language, said to be innovative, supported by Active Methodologies, based on the use of Digital Technologies. As a result, we hope to analyze the interdependencies between what is taught in these LP axes, the strategies used for this and digital technologies, aiming for an innovative teaching of the mother tongue. |
