Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Teixeira, Amanda de Paula Guimarães
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| Orientador(a): |
Figueredo, Carla Janaina
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| Banca de defesa: |
Figueredo, Carla Janaina,
Faria, Juliana Guimarães,
Gonçalves, Letícia de Souza |
| Tipo de documento: |
Dissertação
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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/13053
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Resumo: |
Learning an additional language involves processes that must provide interaction situations in the language and consider sociocultural aspects that directly influence it. These aspects are important in the development of activities that promote interaction between student-student and teacher-student. The relevance of these aspects consists in making English language classes, in elementary school, a teaching-learning environment that makes it possible to form a multiliterate student with the ability to interact in different contexts of language use. The main objective of this dissertation is to observe and analyze, through a case study, the effects of collaborative and interactive activities among students of a 9th-grade elementary school class during English language learning with the support of comics as a didatic tool from a perspective of digital literacy and multiliteracies. Data were collected through the researcher's notes and observations in the classroom, through a questionnaire, and through class recordings. As a theoretical basis for these discussions, Vygotsky's sociocultural theory will be used, as well as the premises of Collaborative Learning. The guidelines of the National Common Curricular Base (BNCC) for English language teaching and the concepts of multiliteracies and digital literacy will also be considered. In general, the results obtained show that collaborative learning promotes the exchange of knowledge among students, and makes them more confident and comfortable when carrying out a task since discussions take place in a more simplified language. As for the development of digital literacy, the data show that although students are inserted in a more technological society, this does not make them know how to use digital tools in a literate way. That said, it is possible to conclude that developing classes and tasks that develop the skills of handling technological and digital tools of learners is of paramount importance for the construction of meaningful education in the contemporary digital world. |
