Dialogia e ambientes virtuais: empoderamento e cidadania nos processos de letramentos na UFG.
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/11032 |
Resumo: | In this research, we verify how the appropriation of information technology reverberates in the teaching-learning process for reading and writing of the subjects participating in the Projeto Educação Digital: políticas, leitura, produção textual, identidade e letramento digital com trabalhadoras/es terceirizadas/os da UFG. We start from the premise that the interactions between the critical literacy of the Projeto Educação Digital, which is carried out based on ICTs and mediated by interdisciplinary dialogue, contribute to the process of empowerment and the autonomy of the Project's subjects, mainly monitors and student workers. We identified that literacy practices are re-signified through the events and actions of the Project and this reverberates in the classroom of the course. We seek methodological support in the qualitative approach of an ethnographic aspect, we select some instruments, which complement the dialogical analysis, to describe and analyze the data, in order to understand the voices, the multiple views and the reflection of the project in the relationships between people and their practices social. To do so, we resort to the theories of Bakhtin/Volochínov ([1929] 2006), and Bakhtin ([1950] 2011), for considering language as a social phenomenon and for believing that language is collective, dialogical, and evolves historically through verbal communication, which materializes in the diversity of discursive genres. We also consider the studies by Brait (2004, 2006, 2012), Rojo (2013), Geraldi (1996, 2010, 2011), Freire, (2011, 1996), Soares (2010), among others, as necessary to analyze the phenomenon increasing interaction through virtual environments. With this research, we hope to contribute to teaching practice, by reflecting (describing and analyzing) on activities aimed at developing reading and writing skills aimed at the effective insertion of students in the virtual universe and the exercise of citizenship. |
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Sousa Filho, Sinval Martins dehttp://lattes.cnpq.br/5359385370592200Sousa Filho, Sinval Martins deLima, Angelita Pereira deSilva, Kleber Aparecido daDias, Luciana CamposSilva, Raynice Geraldine Pereira dahttp://lattes.cnpq.br/2041434029674996Silva, Rosângela Costa da2021-01-15T11:58:37Z2021-01-15T11:58:37Z2020-12-10SILVA, R. C. Dialogia e ambientes virtuais: empoderamento e cidadania nos processos de letramentos na UFG. 2020. 199 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2020.http://repositorio.bc.ufg.br/tede/handle/tede/11032In this research, we verify how the appropriation of information technology reverberates in the teaching-learning process for reading and writing of the subjects participating in the Projeto Educação Digital: políticas, leitura, produção textual, identidade e letramento digital com trabalhadoras/es terceirizadas/os da UFG. We start from the premise that the interactions between the critical literacy of the Projeto Educação Digital, which is carried out based on ICTs and mediated by interdisciplinary dialogue, contribute to the process of empowerment and the autonomy of the Project's subjects, mainly monitors and student workers. We identified that literacy practices are re-signified through the events and actions of the Project and this reverberates in the classroom of the course. We seek methodological support in the qualitative approach of an ethnographic aspect, we select some instruments, which complement the dialogical analysis, to describe and analyze the data, in order to understand the voices, the multiple views and the reflection of the project in the relationships between people and their practices social. To do so, we resort to the theories of Bakhtin/Volochínov ([1929] 2006), and Bakhtin ([1950] 2011), for considering language as a social phenomenon and for believing that language is collective, dialogical, and evolves historically through verbal communication, which materializes in the diversity of discursive genres. We also consider the studies by Brait (2004, 2006, 2012), Rojo (2013), Geraldi (1996, 2010, 2011), Freire, (2011, 1996), Soares (2010), among others, as necessary to analyze the phenomenon increasing interaction through virtual environments. With this research, we hope to contribute to teaching practice, by reflecting (describing and analyzing) on activities aimed at developing reading and writing skills aimed at the effective insertion of students in the virtual universe and the exercise of citizenship.Nesta pesquisa, verificamos como a apropriação da tecnologia da informação repercute no processo de ensino-aprendizagem de leitura e de escrita dos sujeitos participantes do Projeto Educação Digital: políticas, leitura, produção textual, identidade e letramento digital com trabalhadoras/es terceirizadas/os da UFG. Partimos da tese de que as interações do letramento crítico do Projeto Educação Digital, que é realizado a partir das TICs e mediado pela dialogia interdisciplinar, contribuem para o processo de empoderamento e para a autonomia dos sujeitos do Projeto, principalmente monitores e estudantes trabalhadores terceirizados. Identificamos que as práticas de letramento são ressignificadas por meio dos eventos e ações do Projeto e isso reverbera na sala de aula do curso. Buscamos suporte metodológico na abordagem qualitativa de vertente etnográfica, selecionamos alguns instrumentos, que complementam a análise dialógica, para descrever e analisar os dados, de modo a compreender as vozes, os múltiplos olhares e o reflexo do projeto nas relações entre as pessoas e suas práticas sociais. Para tanto, recorremos às teorias de Bakhtin/Volochínov ([1929] 2006) e Bakhtin ([1950] 2011), por considerarem a linguagem como fenômeno social e por acreditarem que a língua é coletiva, dialógica e evolui historicamente por meio da comunicação verbal, que se materializa na diversidade de gêneros discursivos. Também consideramos os estudos de Brait (2004, 2006, 2012), Rojo (2013), Geraldi (1996, 2010, 2011), Freire, (2011, 1996), Soares (2010), entre outros, como necessários para analisarmos o fenômeno crescente da interação por meio dos ambientes virtuais. Com esta pesquisa, esperamos contribuir com a prática docente, ao refletir (descrever e analisar) sobre atividades que visam o desenvolvimento das habilidades de leitura e de escrita voltadas para a inserção efetiva dos alunos no universo virtual e o exercício da cidadania.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2021-01-13T13:20:10Z No. of bitstreams: 2 Tese - Rosângela Costa da Silva - 2020.pdf: 6461345 bytes, checksum: b23685e54b7770937e79a9a0552f9c16 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2021-01-15T11:58:37Z (GMT) No. of bitstreams: 2 Tese - Rosângela Costa da Silva - 2020.pdf: 6461345 bytes, checksum: b23685e54b7770937e79a9a0552f9c16 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Made available in DSpace on 2021-01-15T11:58:37Z (GMT). No. of bitstreams: 2 Tese - Rosângela Costa da Silva - 2020.pdf: 6461345 bytes, checksum: b23685e54b7770937e79a9a0552f9c16 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Previous issue date: 2020-12-10porUniversidade Federal de GoiásPrograma de Pós-graduação em Letras e Linguística (FL)UFGBrasilFaculdade de Letras - FL (RG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessDialogismoEscritaLeituraGêneros discursivosLetramento digitalDialogicWritingDiscursive genresDigital literacyReadingLINGUISTICA, LETRAS E ARTESDialogia e ambientes virtuais: empoderamento e cidadania nos processos de letramentos na UFG.Dialogic and virtual environments: empowerment and citizenship in the UFG’s literacy processesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis6550050050018770reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGORIGINALTese - Rosângela Costa da Silva - 2020.pdfTese - Rosângela Costa da Silva - 2020.pdfapplication/pdf6461345http://repositorio.bc.ufg.br/tede/bitstreams/f0479e45-7d65-4752-b43c-0327c9d3eebd/downloadb23685e54b7770937e79a9a0552f9c16MD53LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/9f7cffdc-8720-44e5-9a7a-ea40f1b1a520/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/1cee58b5-eadd-4215-93fd-60d22d7cbf12/download4460e5956bc1d1639be9ae6146a50347MD52tede/110322021-01-15 08:58:38.37http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/11032http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2021-01-15T11:58:38Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
Dialogia e ambientes virtuais: empoderamento e cidadania nos processos de letramentos na UFG. |
dc.title.alternative.eng.fl_str_mv |
Dialogic and virtual environments: empowerment and citizenship in the UFG’s literacy processes |
title |
Dialogia e ambientes virtuais: empoderamento e cidadania nos processos de letramentos na UFG. |
spellingShingle |
Dialogia e ambientes virtuais: empoderamento e cidadania nos processos de letramentos na UFG. Silva, Rosângela Costa da Dialogismo Escrita Leitura Gêneros discursivos Letramento digital Dialogic Writing Discursive genres Digital literacy Reading LINGUISTICA, LETRAS E ARTES |
title_short |
Dialogia e ambientes virtuais: empoderamento e cidadania nos processos de letramentos na UFG. |
title_full |
Dialogia e ambientes virtuais: empoderamento e cidadania nos processos de letramentos na UFG. |
title_fullStr |
Dialogia e ambientes virtuais: empoderamento e cidadania nos processos de letramentos na UFG. |
title_full_unstemmed |
Dialogia e ambientes virtuais: empoderamento e cidadania nos processos de letramentos na UFG. |
title_sort |
Dialogia e ambientes virtuais: empoderamento e cidadania nos processos de letramentos na UFG. |
author |
Silva, Rosângela Costa da |
author_facet |
Silva, Rosângela Costa da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sousa Filho, Sinval Martins de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5359385370592200 |
dc.contributor.referee1.fl_str_mv |
Sousa Filho, Sinval Martins de |
dc.contributor.referee2.fl_str_mv |
Lima, Angelita Pereira de |
dc.contributor.referee3.fl_str_mv |
Silva, Kleber Aparecido da |
dc.contributor.referee4.fl_str_mv |
Dias, Luciana Campos |
dc.contributor.referee5.fl_str_mv |
Silva, Raynice Geraldine Pereira da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2041434029674996 |
dc.contributor.author.fl_str_mv |
Silva, Rosângela Costa da |
contributor_str_mv |
Sousa Filho, Sinval Martins de Sousa Filho, Sinval Martins de Lima, Angelita Pereira de Silva, Kleber Aparecido da Dias, Luciana Campos Silva, Raynice Geraldine Pereira da |
dc.subject.por.fl_str_mv |
Dialogismo Escrita Leitura Gêneros discursivos Letramento digital |
topic |
Dialogismo Escrita Leitura Gêneros discursivos Letramento digital Dialogic Writing Discursive genres Digital literacy Reading LINGUISTICA, LETRAS E ARTES |
dc.subject.eng.fl_str_mv |
Dialogic Writing Discursive genres Digital literacy Reading |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES |
description |
In this research, we verify how the appropriation of information technology reverberates in the teaching-learning process for reading and writing of the subjects participating in the Projeto Educação Digital: políticas, leitura, produção textual, identidade e letramento digital com trabalhadoras/es terceirizadas/os da UFG. We start from the premise that the interactions between the critical literacy of the Projeto Educação Digital, which is carried out based on ICTs and mediated by interdisciplinary dialogue, contribute to the process of empowerment and the autonomy of the Project's subjects, mainly monitors and student workers. We identified that literacy practices are re-signified through the events and actions of the Project and this reverberates in the classroom of the course. We seek methodological support in the qualitative approach of an ethnographic aspect, we select some instruments, which complement the dialogical analysis, to describe and analyze the data, in order to understand the voices, the multiple views and the reflection of the project in the relationships between people and their practices social. To do so, we resort to the theories of Bakhtin/Volochínov ([1929] 2006), and Bakhtin ([1950] 2011), for considering language as a social phenomenon and for believing that language is collective, dialogical, and evolves historically through verbal communication, which materializes in the diversity of discursive genres. We also consider the studies by Brait (2004, 2006, 2012), Rojo (2013), Geraldi (1996, 2010, 2011), Freire, (2011, 1996), Soares (2010), among others, as necessary to analyze the phenomenon increasing interaction through virtual environments. With this research, we hope to contribute to teaching practice, by reflecting (describing and analyzing) on activities aimed at developing reading and writing skills aimed at the effective insertion of students in the virtual universe and the exercise of citizenship. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-12-10 |
dc.date.accessioned.fl_str_mv |
2021-01-15T11:58:37Z |
dc.date.available.fl_str_mv |
2021-01-15T11:58:37Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SILVA, R. C. Dialogia e ambientes virtuais: empoderamento e cidadania nos processos de letramentos na UFG. 2020. 199 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2020. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/11032 |
identifier_str_mv |
SILVA, R. C. Dialogia e ambientes virtuais: empoderamento e cidadania nos processos de letramentos na UFG. 2020. 199 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2020. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/11032 |
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por |
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65 |
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500 500 500 |
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18 |
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770 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Federal de Goiás |
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Programa de Pós-graduação em Letras e Linguística (FL) |
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UFG |
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Brasil |
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Faculdade de Letras - FL (RG) |
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Universidade Federal de Goiás |
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