Os multiletramentos na formação continuada: uma pesquisa-ação crítica colaborativa com tecnologias digitais de informação e comunicação
| Ano de defesa: | 2020 |
|---|---|
| Autor(a) principal: |
Meotti, Madalena Benazzi
 |
| Orientador(a): |
Castela, Greice da Silva
|
| Banca de defesa: |
Costa-Hubes, Terezinha da Conceição
,
Santos, Maria Elena Pires
,
Saleh, Pascoalina Bailon de Oliveira
,
Carlos, Valeska Gracioso
|
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Cascavel |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Letras
|
| Departamento: |
Centro de Educação, Comunicação e Artes
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unioeste.br/handle/tede/4799 |
Resumo: | One of the school's objectives, according to the National Common Curricular Base (BRASIL, 2017), besides regard to the teaching of the Portuguese language, is to provide students with the development of skills and abilities so that they understand and use information and communication technologies in different social practices, with different languages and media. In this context, it is necessary to consider social practices in digital media and the need to develop in students the skills and abilities to establish discursive communication, considering the cultural plurality and multisemiosis of contemporary texts. For this, the task of teaching the Portuguese language needs to be rethought in order to address these needs, that is, in addition to literacies, the importance of developing multiliteracies is notorious, which are characterized by addressing the cultural multiplicity of populations and the semiotic multiplicity of text constitution (ROJO, 2012). Therefore, the knowledge about the countless possibilities that digital information and communication technologies offer, can contribute to take advantage of these potentialities in Portuguese language classes. In this perspective, this research has as theme the new technologies and the continuous formation and as a delimitation of this theme the collaborative critical action-research and the digital technologies of information and communication for teachers of Portuguese Language of the initial years of Elementary School, aiming at the development of textual production from the perspective of multiliteracies. The question that guides our research consists of: Do the multi-courses in continuing education for teachers in the early years of elementary school, represent a possibility for reflection on their pedagogical practices and cause the incorporation of new teaching possibilities? The general objective of this research is to develop continuing education for teachers in the early years of elementary school, anchored in the perspective of multi-elements, considering the use of digital information and communication technologies in the teaching of the Portuguese language. For data generation, we used the following instruments: initial and final questionnaire; audio recordings; logbook (field) and document analysis. This is a research that is inserted in the field of Applied Linguistics (LA) and also a qualitative research, of the interpretative type. There is an ethnographic and collaborative nature, as it does not intend only to describe the researched environment, but also to promote changes. The research method used was the action research modality, which has theory linked to practice, that is, it investigates and produces knowledge at the same time that it carries out an educational process to face the studied reality (MINAYO, 2004, 2001; ESTEBAN, 2010; TRIVIÑOS, 1987; DE GRANDE, 2010; BORTONIRICARDO, 2008; ANDRÉ, 2012; ENGEL, 2000; GIL, 2008). It also presents the perspective of critical collaborative research, in which we accompany two professors, in the elaboration and execution of their pedagogical proposals, thus creating possibilities to question, expand and expand concepts and practices (PIMENTA, 2005; MAGALHÃES, 2006, 2004; COELHO, 2011 ; CELANI, 2003; FERREIRA and IBIAPINA, 2011). The theoretical foundation of this research is based on the Bakhtinian precepts of language, understanding it in an interactionist and dialogical perspective (BAKHTIN, 2003; BAKHTIN / VOLOCHINOV, 1988 [1929]). The discourse genre as materialization of language and, therefore, the object of language teaching. The production of text was also conceived, in this interactionist and dialogical perspective (BAKHTIN, 2003; GERALDI, 1991, 1984; MENEGASSI, 2010; COSTA-HÜBES, 2012;). For teaching the discursive genre, we list the teaching sequence that constitutes a possibility of articulation between the social practices of language use and language teaching (DOLZ, NOVERRAZ, SCHNEUWLY, 2004; COSTA-HÜBES, 2008). The data generated in this investigation were obtained during a continuous training, with 21 teachers, subjects of this research and of the reflexive sessions that occurred with two of these teachers. The results point 9 to the importance of investing in continuing education for teachers, in order to instrumentalize them for the insertion of the resources of digital information and communication technologies in the teaching of the Portuguese language, in the early years of elementary school, as well as in research collaborative, as a form of direct participation between researcher and research subjects, so that both can reflect on the teaching and learning process. We believe that this research can contribute to the continuing education of other teachers, including other teaching modalities. |