Multiletramentos no ensino fundamental I: processos de criação e práticas pedagógicas de uma formação continuada para professores de Toledo/PR

• Ano de defesa: 2020
• Autor(a) principal: Bedin, Michelle
• Orientador(a): Boscarioli, Clodis
• Banca de defesa: Martins, Maridelma Laperuta , Castela, Greice da Silva , Oliveira, Rosemary dos Santos de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Formação continuada do professor; Multiletramentos; Tecnologias digitais
• Palavras-chave em Inglês: Continuing teacher education; Multileteracies; Digital technologies
• Área do conhecimento CNPq: ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: http://tede.unioeste.br/handle/tede/5649

Digital technologies create communication possibilities and provide new relationships with information. The plurality of semiotic resources present in the texts requires diverse knowledge and requires work with specific practices and procedures for their use in the classroom. With the implementation of the National Common Curricular Base (BNCC), which endorses this importance, it is necessary to create contexts of continuing teacher education that enable the analysis and reflection of pedagogical practices. The question that guides this research is: Can continuing education for elementary school teachers encourage pedagogical practices that incorporate digital technologies in the perspective of multiliteracies? The research aims to propose and evaluate a training program on Digital Multi-tools for elementary school teachers in public schools in Toledo/Paraná. We also delimited the following specific objectives: to understand how the concept of Digital multiliteracies has being addressed in the Curricular Proposal of the Association of Municipalities in the West of Paraná, in the Paraná Curriculum Reference and in the BNCC, and to formulate the Training Program based on the concepts of the teachers about Digital Multiliteracies, within a qualitative approach, of the interpretative type, which is inserted in the field of Applied Linguistics. The data were generated from the following instruments: questionnaires, video recordings of the meetings, text messages, activities carried out and documentary analysis. The main contribution of this research is the development of the potentials that emerge from the Digital Technologies of Information and Communication, providing teachers with conscious and reflective experiences of multiliteracies. In addition, with the training offered, we hope to have contributed to the teaching practice and, therefore, to the teaching and learning process of the students.