Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Menezes, Marylin Vieira de
 |
| Orientador(a): |
Damaceno, Taysa Mércia dos Santos Souza
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Sergipe
|
| Programa de Pós-Graduação: |
Pós-Graduação Profissional em Letras
|
| Departamento: |
Não Informado pela instituição
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://ri.ufs.br/handle/riufs/6473
|
Resumo: |
This work aims to present the digital quiz Reading in Action, in which defends the conception of language as social interaction, promotes the teaching of the imperative and the linguistic-discursive interpretative analysis having as a guiding model, the three-dimensional model of Fairclough (2001) . The methodology used was action research, qualitative and interpretative approach and interventional nature. The views held by Kleiman (2002), Nascimento (2004), Rojo (2009), Scherre (2007), among others, were used as theoretical basis. In this digital quiz, are comic strips, cartoons and songs that serve as textual supports for the interpretative analysis during critical reading. It is multimodality texts and promotes interaction between student-game-learning dynamically. It was developed in order to enable the teacher an auxiliary tool in building the knowledge of their students and to enable both the student and the teacher feedback on the development of critical reading competence of students. It was applied in Public School President Costa e Silva, in 9th grade C2. Data analysis revealed that the inclusion of digital objects during the teaching-learning process is necessary as a complementary tool to the already existing in the construction of knowledge interactively. |
