Falar e ouvir pela mediação das tecnologias digitais: o gênero exposição oral para o aprimoramento dos multiletramentos dos professores de inglês da rede pública na modalidade a distância

• Ano de defesa: 2015
• Autor(a) principal: Lucienne de Castro Gomes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Pedagogia de Multiletramentos; Professores da rede pública de Minas Gerais; Gênero Exposição Oral; Tecnologias Digitais; Ensino a distância; Língua inglesa Métodos de ensino; Comunicação oral; Aquisição da segunda linguagem; Língua inglesa Ensino auxiliado por computador; Tecnologia educacional; Professores de inglês Formação; Língua inglesa Estudo e ensino
• Link de acesso: http://hdl.handle.net/1843/MGSS-A7UQLH

Recent technological contributions have entailed changes in the way we communicate and how we learn. Teachers are witnesses of how these changes have influenced learning. This new learning involves new speeches and new communication modes since communication is increasingly multimodal. This research has investigated the contributions to the study of the genre oral presentation, from the viewpoint of the multiliteracies pedagogy, in order to improve public school English teachers capacities to listen and speak in English.These teachers are from the state of Minas Gerais and the teaching modality involved distance learning. The study is an ethnographic-interpretive case study in the digital environment; thedata analysis is developed by means of qualitative and quantitative procedures. The instruments used for data collection were questionnaires, oral productions of the participantsthat included reports and oral presentations. The study reveals that, despite recognizing that the use of digital resources is important to the development of their oral capacity to listen and speak in English, many of these teachers are unaware of these features. However, they havealso pointed out that they wish to (re)signify and (re)discover their practices during the course of pedagogical actions of the investigation. It was found that the study of the genre oral presentation from the perspective of the multiliteracies pedagogy, in distance learning, hascontributed to the participants improvement in oral expression in English. Digital technology resources used can be considered as socio-cultural artifacts that have led to this improvement. The fact that the multiliteracies pedagogy proposes an approach in which learners recognize their literacy practices allowed the participants to incorporate these practices into their teaching contexts.