Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Silva, Rosângela Costa da
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| Orientador(a): |
Sousa Filho, Sinval Martins de
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| Banca de defesa: |
Sousa Filho, Sinval Martins de,
Lima, Angelita Pereira de,
Silva, Kleber Aparecido da,
Dias, Luciana Campos,
Silva, Raynice Geraldine Pereira da |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Letras e Linguística (FL)
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| Departamento: |
Faculdade de Letras - FL (RG)
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| País: |
Brasil
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| 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://repositorio.bc.ufg.br/tede/handle/tede/11032
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Resumo: |
In this research, we verify how the appropriation of information technology reverberates in the teaching-learning process for reading and writing of the subjects participating in the Projeto Educação Digital: políticas, leitura, produção textual, identidade e letramento digital com trabalhadoras/es terceirizadas/os da UFG. We start from the premise that the interactions between the critical literacy of the Projeto Educação Digital, which is carried out based on ICTs and mediated by interdisciplinary dialogue, contribute to the process of empowerment and the autonomy of the Project's subjects, mainly monitors and student workers. We identified that literacy practices are re-signified through the events and actions of the Project and this reverberates in the classroom of the course. We seek methodological support in the qualitative approach of an ethnographic aspect, we select some instruments, which complement the dialogical analysis, to describe and analyze the data, in order to understand the voices, the multiple views and the reflection of the project in the relationships between people and their practices social. To do so, we resort to the theories of Bakhtin/Volochínov ([1929] 2006), and Bakhtin ([1950] 2011), for considering language as a social phenomenon and for believing that language is collective, dialogical, and evolves historically through verbal communication, which materializes in the diversity of discursive genres. We also consider the studies by Brait (2004, 2006, 2012), Rojo (2013), Geraldi (1996, 2010, 2011), Freire, (2011, 1996), Soares (2010), among others, as necessary to analyze the phenomenon increasing interaction through virtual environments. With this research, we hope to contribute to teaching practice, by reflecting (describing and analyzing) on activities aimed at developing reading and writing skills aimed at the effective insertion of students in the virtual universe and the exercise of citizenship. |
