Os multiletramentos e a produção e reescrita textual nos anos iniciais: reflexões colaborativas em formação continuada
| Ano de defesa: | 2024 |
|---|---|
| Autor(a) principal: |
Rossi, João Carlos
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| Orientador(a): | |
| Banca de defesa: | , , , |
| 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
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| Departamento: |
Centro de Educação, Comunicação e Artes
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| País: |
Brasil
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| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://tede.unioeste.br/handle/tede/7677 |
Resumo: | Considering that language lives and evolves historically, the way in which individuals interact through oral and written texts also undergoes significant changes, especially in an increasingly technological society like the one we live in. From thinking about the teaching practices of textual production in the digital era, we raised the following question: To what extent can continued collaborative training for early years teachers, considering TDIC, multiliteracies and the dialogic-interactionist approach, contribute to the development of textual production and rewriting in their classes? In view of this question, we defend the hypothesis that continued critical-collaborative training, focused on working with the teaching practices of writing and rewriting, from the perspective of multiliteracies, in the initial years of Elementary School, can provide teachers with opportunities for reflection on in order to enhance the exchange of knowledge and assist them in forwarding textual productions for interactive and technological purposes, for circulation in different contexts. In this context, this thesis aimed to analyze the results of a Critical- Collaborative Continuing Training proposal on the practice of textual production and rewriting from the perspective of multiliteracies, in the early years of Elementary School, given that the documents guiding education present the need for teachers to have technological skills to develop multiliteracy practices in the classroom. As specific objectives, we have set to i) Verify possible uses of TDIC in teaching textual production and rewriting, in the early years; ii) Identify if there are and what are the pedagogical difficulties for writing and textual rewriting practices in the early years, considering the guidelines in official documents referring to multiliteracies; iii) Analyze how teachers responded to theoretical- methodological reflections anchored in the dialogical approach to language and multiliteracies for writing and rewriting texts, during CF; and iv) Verify to what extent there was a contribution from the collaborative CF proposal, in the teachers' work with textual production and rewriting using TDIC, from the perspective of multiliteracies. From this perspective, our research is based on the conception of dialogical and interactionist language, based on studies by the Bakhtin Circle (Bakhtin, 1997[1979]; Bakhtin/Volochínov, 2014[1929]), as well as studies on multiliteracies by (Rojo e Cordeiro, 2004; 2009; 2012; Rojo e Barbosa, 2015; Rojo e Moura, 2019) and in the collaborative training actions proposed by Magalhães (2004) and Liberali (2004), seeking, through a critical-collaborative continuing education process, to contribute to the teaching practices of teachers in the early years, regarding writing and rewriting in this teaching phase. Methodologically, we place our research in the area of Applied Linguistics, in the field of ethnography, from a perspective of Critical-Collaborative Action Research (Magalhães, 2004); (Liberali, 2004); (Pimenta, 2005). Methodologically, we place our investigation in the area of Applied Linguistics, in the field of ethnography, from a perspective of Critical-Collaborative Action Research (Magalhães, 2004); (Liberali, 2004); (Pimenta, 2005). We have organized the data generation actions into three execution stages, namely: initial diagnosis, collaborative action and final diagnosis, taking into account the research organization proposed in Turkiewicz (2016) and Rossi (2019) and adopted as a Didactic-Formal Organization the four moments cited by Magalhães (2004) and Liberali (2004), namely: a) describe; b) inform; c) confront and; d) rebuild. The critical-collaborative continuing education activity took place through an extension project entitled Multiliterate production and rewriting practices in the initial years, developed from July to December 2023, with 50 hours, together with 34 teachers from a public, municipal school, from Western Paraná. The results of the FCC actions made it possible to verify that the lack of conceptual clarity in the participating teachers still persists regarding the multiliteracies linked to the teaching of textual production and rewriting, as well as about the dialogical conception of language, a perspective that underpins the teaching of Portuguese Language in documents guiding basic education. With regard to the stages of textual production, we have shown that rewriting still does not occur effectively, in line with interactionist propositions and, when it does happen, collective rewriting is the strategy used by teachers. The results we obtained from data triangulation showed specific changes, but we understand that the reflections and problematizations developed in the research field were able to encourage participants' curiosity and self- evaluation in the direction of textual production and rewriting linked to multiliteracies and will instigate the search and critical development of activities that aim at an interactive process through writing in conventional and virtual spaces. |