Transformando o espaço da sala de aula de língua inglesa na escola pública com o desenvolvimento de expressão oral, sob o viés da pedagogia dos multiletramentos: uma intervenção com alunos do ensino médio em ilhas de aprendizagem

• Ano de defesa: 2021
• Autor(a) principal: Marlei Rose Renzetti Tartoni
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FALE - FACULDADE DE LETRAS; Programa de Pós-Graduação em Estudos Linguísticos; UFMG
• Palavras-chave em Português: Pedagogia dos multiletramentos; Processos de conhecimento; Velhos e novos básicos da educação; Pedagogias ativas; Princípios dos bons jogos; Expressão oral; Língua inglesa – Estudo e ensino; Língua inglesa – Métodos de ensino; Aquisição da segunda linguagem; Letramento; Ambiente de sala de aula
• Link de acesso: http://hdl.handle.net/1843/40627; https://orcid.org/ 0000-0003-2609-7835

Currently, we can access, ubiquitously, an infinity of text of different genres, whose content and multimodal organization in its weaving are in agreement with the changes that have occurred in the different modes of representation through language. The communicational repertoire that our students have built and used demands pedagogies which revisit practices and reorganize spaces to embrace challenges, within the universe which enables new relationships with their teachers (PRENSKY, 2010). Students and teachers need to experience, conceptualize, analyze and apply knowledge, and position themselves, developing their identity and building their being a citizen. The main objective of this research was to intervene in an English language learning environment, with students from Ensino Médio (High School equivalent), especially in respect to their oral expression, through the design of activities created and implemented under the perspective of the pedagogy of multiliteracies and the organization of the classroom in islands of learning. To achieve this main objective, we seek to promote the participation and engagement of participants in the development of their oral expression through pedagogical practices featuring some characteristics of their favorite content choices (songs, series, movies, games), with the theoretical support of the pedagogy of multiliteracies, making use of islands of learning in the spatial organization of the classroom. Thus, in this thesis, theories, concepts and practices will be interrelated, under a critical-reflective perspective, according to the fundamentals of the pedagogy of multiliteracies, combined with the knowledge processes, and the transition between the old and the new basics of education (KALANTZIS; COPE, 2010, 2012, 2015; KALANTZIS; COPE; PINHEIRO, 2020), in a contribution to pedagogical practices aligned with digital technologies, the multimodality of texts and human diversity. Furthermore, for the implementation of our intervention, we designed teaching and learning situations that were also supported by active pedagogies and the principles of the good video games (COPE, KALANTZIS, 2011; BACICH; TANZI NETO; TREVISANI, 2015; GEE, 2005, 2008). This qualitative research, which is exploratory and descriptive, is a case study, as we worked on the elaboration/creation (design) of the learning activities that were implemented in classes for three groups of students from the 1st year of Ensino Médio (High school) at a public school in Belo Horizonte. The results contributed to the consolidation of practices more consonant with the interests, needs and characteristics of students in the age group accessed. They were based on the partnership of the teacher with her students, and on her role as a designer of cycles of activities, and also as a facilitator, consultant, advisor and promoter of the necessary rigor for the success of social language productions carried out in the classroom. This unique role of the teacher, in our research, was played both by the researcher and the teacher of the participating classes. Finally, the positive attitudes, contentment expressed by the students, added to their fully completion of the activities, show the success achieved throughout the intervention.