Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
SILVA, Erica de Souza
 |
| Orientador(a): |
LARRÉ, Julia Maria Raposo Gonçalves de Melo |
| Banca de defesa: |
SILVA, Ivanda Maria Martins,
BARBUIO, Eduardo |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Tecnologia e Gestão em Educação a Distância
|
| Departamento: |
Unidade Acadêmica de Educação a Distância e Tecnologia
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9578
|
Resumo: |
This dissertation aimed to analyze how the Pedagogy of Multiliteracies and Multimodality are present in the discipline of Textual Genres and Teaching of the Portuguese Language in the Bachelor of Arts in Literature program during the semesters 2019.1, 2019.2, 2020.1, 2020.2, 2021.1, and 2021.2, in the UAEADTec - UFRPE Virtual Learning Environment (VLE). In the analysis, we looked to verify how multimodal language and semiotic resources are made available within the structure of the discipline, and how the Pedagogy of Multiliteracies is integrated into the teaching plans and pedagogical practice. The adopted method was qualitative with a descriptive-explanatory approach, using case study, documentary analysis, and bibliographic research. For data collection, we conducted direct observations of the discipline in an individual non-participant manner. The instructors indirectly taken part in the research by supplying the lessons developed in the VLE-UFRPE. The theoretical foundation of the dissertation was primarily based on the four axes of the Pedagogy of Multiliteracies and Multimodality. We saw in the analyzed semesters that, within the structure of the discipline, written language still predominates, with few or no visual resources such as images, sound, and color. Regarding the teaching plans, we saw that not all proposed ideas from the plan were conducted in pedagogical practice. We found elements of the Pedagogy of Multiliteracies in the teaching plans that were not put into practice, as well as elements in practical activities that were not present in the teaching plan. We concluded that disciplines in the VLE, within their structure and teaching plans, could incorporate the Pedagogy of Multiliteracies in a more intensive manner to enable greater dynamics and interactivity, allowing activities to be closer to the students' reality, taking into account contemporary changes that demand different ways of thinking, acting, reading, and interpreting, going beyond written text. As a product, we developed a proposal for an online course that includes the axes of the Pedagogy of Multiliteracies and multimodality in pedagogical practice within the VLE. |
