Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Barros, José Batista de
 |
| Orientador(a): |
Caiado, Roberta Varginha Ramos |
| Banca de defesa: |
Alves, Maria Dolores Fortes,
Diniz, Madson Gois,
Barros, Isabela do Rêgo,
Moraes, Antonio Henrique Coutelo de |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Católica de Pernambuco
|
| 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/1352
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Resumo: |
What motivated us to study was to understand the pedagogical approach to the genre of visuoverbal discourse in the Portuguese language “teacher manual”, a textbook for elementary education, from the perspective of specialized audio description, from the perspective of inclusive education. The main objective of the research is to analyze the pedagogical approach of the visuoverbal discourse genres printed in the Portuguese language textbook of elementary education, "teacher manual", from the perspective of audio description and from the perspective of inclusive education. It is specifically proposed to investigate the theoretical-methodological orientation of pedagogical approach to the genre of visuoverbal discourse; categorize the genres present in the textbook in reading activities, text production and linguistic analysis, highlighting the role of images in its constitution and also demonstrate, in reading activities, the need for audio description as a practice of communicational accessibility aimed at development of the discursive primordialities of the blind student. The epistemological bases that guide the work are based on theories that have as their point of intersection the enunciative and dialogical perspective of language studies: language and social interaction, Volóchinov (2017); Theory of discourse genres, Bakhtin (2003); discursive genre and the didactics of his study at school, Marcuschi (2001, 2002, 2003, 2004, 2008), Geraldi (1997, 2009), Dolz and Schneuwly (2011). Regarding the reading of images, we focus on the Grammar of Visual Design by Kress and van Leeuwen (2006), already with regard to the study and use of the roles of the images and their direct relationship with the text to perform the audio description, in based on Motta e Romeu (2010), Motta (2016), Michels; Silva (2016) e Nascimento (2017). The study is qualitative based. The universe of research will be the 9th grade elementary school Portuguese-language textbook. As part of the research corpus, we have the work proposals in reading activities with the genres of visuoverbal discourse and the teacher's manual. We start from the hypothesis that the didactic material developers carry out their activities out of context with the reality of an inclusive school. This assumption was verified, since, although there is an approximation of the LDP with language teaching in an enunciative perspective, privileging the study of the diversity of speech genres and their forms of social and linguistic-textual fulfillment, with regard to pedagogical work with the multimodal aspects of the texts, there is no concern with communicational accessibility, since we suggest adhering to audio description in the editorial proposal of the LDP in national circulation. |
