Os multiletramentos para a desencapsulação curricular no contexto do Projeto Digit-M-Ed 2017

Detalhes bibliográficos
Autor(a) principal: Barrozo, Luila
Data de Publicação: 2019
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://tede2.pucsp.br/handle/handle/22694
Resumo: This research aims at critically understanding how Multiliteracies enable curricular de-encapsulation in a curriculum project developed by a research group for a university extension project aimed at school communities which included elementary to undergraduate students. This study is based on the Cultural-Historical Activity Theory and the Pedagogy of Multiletracies. The analyzed data were produced in an Extension Program called Digit-M-Ed Hiperconectando Brasil: transforming teaching and learning, a teacher education Project at the Pontifical Catholic University of São Paulo. The data selection was based on a theoretical framework which builds on Multiliteracies and curricular de-encapsulation. For this research, the guiding question was: How do Multiliteracies contribute to curricular de-encapsulation? This question was answered based on the main concepts that make up Multiliteracies: multimedia, multiculturality and multimodality; situated practice, overt instruction, critical framing and transformed practice. This study was organized within the Critical Collaborative Research framework, which aims at the intentional transformation of the subject in society. Meetings were organized weekly with the participants of the Language in Activities in the School Contexts Research Group, and monthly with teachers, researchers, principals, coordinators and students - all in the role of peer-educators - from public and private schools. The data were collected by video recordings of the meetings with the schools during the first semester of 2017. The analysis drew from the thematic content and the context of production and the observed lexical choices. The interpretation was based on the central concepts of Multiliteracies, based on the narrative of the activities carried out in the first semester of 2017. The results suggest that, in the critical collaborative process, Multiliteracies allow for the creation of a de-encapsulated curriculum, besides the construction and sharing of new knowledge by deconstructing crystallized practices
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spelling Liberali, Fernanda Coelhohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8385877D6Barrozo, Luila2019-10-15T12:18:55Z2019-09-02Barrozo, Luila. Os multiletramentos para a desencapsulação curricular no contexto do Projeto Digit-M-Ed 2017. 2019. 155 f. Dissertação (Mestrado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/22694This research aims at critically understanding how Multiliteracies enable curricular de-encapsulation in a curriculum project developed by a research group for a university extension project aimed at school communities which included elementary to undergraduate students. This study is based on the Cultural-Historical Activity Theory and the Pedagogy of Multiletracies. The analyzed data were produced in an Extension Program called Digit-M-Ed Hiperconectando Brasil: transforming teaching and learning, a teacher education Project at the Pontifical Catholic University of São Paulo. The data selection was based on a theoretical framework which builds on Multiliteracies and curricular de-encapsulation. For this research, the guiding question was: How do Multiliteracies contribute to curricular de-encapsulation? This question was answered based on the main concepts that make up Multiliteracies: multimedia, multiculturality and multimodality; situated practice, overt instruction, critical framing and transformed practice. This study was organized within the Critical Collaborative Research framework, which aims at the intentional transformation of the subject in society. Meetings were organized weekly with the participants of the Language in Activities in the School Contexts Research Group, and monthly with teachers, researchers, principals, coordinators and students - all in the role of peer-educators - from public and private schools. The data were collected by video recordings of the meetings with the schools during the first semester of 2017. The analysis drew from the thematic content and the context of production and the observed lexical choices. The interpretation was based on the central concepts of Multiliteracies, based on the narrative of the activities carried out in the first semester of 2017. The results suggest that, in the critical collaborative process, Multiliteracies allow for the creation of a de-encapsulated curriculum, besides the construction and sharing of new knowledge by deconstructing crystallized practicesEsta pesquisa tem por objetivo compreender criticamente como os Multiletramentos possibilitam a desencapsulação curricular em uma proposta curricular desenvolvida por um grupo de pesquisa para um projeto de extensão universitário oferecido à comunidade escolar de ensino básico e superior. Este estudo está fundamentado na Teoria da Atividade Sócio-Histórico-Cultural e na Pedagogia dos Multiletramentos. Os dados analisados foram produzidos no Projeto de Extensão Digit-M-Ed Hiperconectando Brasil: transformando o ensino-aprendizagem, um projeto de Extensão de Formação de Formadores da Pontifícia Universidade Católica de São Paulo. A seleção dos dados foi feita a partir do embasamento teórico com foco nos Multiletramentos e na desencapsulação curricular. Para esta pesquisa, a pergunta-guia é: Como os Multiletramentos contribuem para a desencapsulação curricular? Essa pergunta será respondida a partir dos principais conceitos que compõe os Multiletramentos: multimídia, multiculturalidade e multimodalidade; prática situada, instrução evidente, enquadramento crítico e prática transformada. Este estudo organiza-se como uma Pesquisa Crítica de Colaboração, cuja estrutura é motivada pelo desejo de transformação intencional do sujeito na sociedade. As reuniões de organização dos encontros mensais com os participantes do Grupo de Pesquisa Linguagem em Atividades no Contexto Escolar ocorreram semanalmente, e os encontros entre professores, pesquisadores, diretores, coordenadores e alunos – no papel de formadores – provenientes de escolas públicas e privadas, mensalmente. Os dados foram coletados por videogravações dos encontros com as escolas durante o primeiro semestre de 2017 e estão armazenados em plataformas do tipo OneDrive e Dropbox, no acervo de dados do grupo de pesquisa. A análise dos dados foi realizada a partir do conteúdo temático e do contexto de produção por meio de escolhas lexicais para levantamento de ação de linguagem. A interpretação foi feita a partir dos conceitos centrais dos Multieltramentos, com base na narrativa das atividades realizadas no primeiro semestre de 2017. Os resultados sugerem que, no processo colaborativo crítico, os Multiletramentos possibilitam a criação de um currículo desencapsulado além de a construção e o compartilhamento de novos conhecimentos ao descontruir práticas cristalizadasCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/50679/Luila%20Barrozo.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBrasilFaculdade de Filosofia, Comunicação, Letras e ArtesMultiletramentosTeoria da atividade sócio-histórico-culturalDesencapsulaçãoProjeto Digit-M-EdMultiliteraciesCultural-historical activity theoryDe-encapsulationCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADAOs multiletramentos para a desencapsulação curricular no contexto do Projeto Digit-M-Ed 2017Multiliteracies in the curriculum de-encapsulation in a project Digit-M-Ed - 2017info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTLuila Barrozo.pdf.txtLuila Barrozo.pdf.txtExtracted texttext/plain286031https://repositorio.pucsp.br/xmlui/bitstream/handle/22694/4/Luila%20Barrozo.pdf.txt0561896f9721ce248917f6b3942b0a6fMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv Os multiletramentos para a desencapsulação curricular no contexto do Projeto Digit-M-Ed 2017
dc.title.alternative.eng.fl_str_mv Multiliteracies in the curriculum de-encapsulation in a project Digit-M-Ed - 2017
title Os multiletramentos para a desencapsulação curricular no contexto do Projeto Digit-M-Ed 2017
spellingShingle Os multiletramentos para a desencapsulação curricular no contexto do Projeto Digit-M-Ed 2017
Barrozo, Luila
Multiletramentos
Teoria da atividade sócio-histórico-cultural
Desencapsulação
Projeto Digit-M-Ed
Multiliteracies
Cultural-historical activity theory
De-encapsulation
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
title_short Os multiletramentos para a desencapsulação curricular no contexto do Projeto Digit-M-Ed 2017
title_full Os multiletramentos para a desencapsulação curricular no contexto do Projeto Digit-M-Ed 2017
title_fullStr Os multiletramentos para a desencapsulação curricular no contexto do Projeto Digit-M-Ed 2017
title_full_unstemmed Os multiletramentos para a desencapsulação curricular no contexto do Projeto Digit-M-Ed 2017
title_sort Os multiletramentos para a desencapsulação curricular no contexto do Projeto Digit-M-Ed 2017
author Barrozo, Luila
author_facet Barrozo, Luila
author_role author
dc.contributor.advisor1.fl_str_mv Liberali, Fernanda Coelho
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8385877D6
dc.contributor.author.fl_str_mv Barrozo, Luila
contributor_str_mv Liberali, Fernanda Coelho
dc.subject.por.fl_str_mv Multiletramentos
Teoria da atividade sócio-histórico-cultural
Desencapsulação
topic Multiletramentos
Teoria da atividade sócio-histórico-cultural
Desencapsulação
Projeto Digit-M-Ed
Multiliteracies
Cultural-historical activity theory
De-encapsulation
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
dc.subject.eng.fl_str_mv Projeto Digit-M-Ed
Multiliteracies
Cultural-historical activity theory
De-encapsulation
dc.subject.cnpq.fl_str_mv CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
description This research aims at critically understanding how Multiliteracies enable curricular de-encapsulation in a curriculum project developed by a research group for a university extension project aimed at school communities which included elementary to undergraduate students. This study is based on the Cultural-Historical Activity Theory and the Pedagogy of Multiletracies. The analyzed data were produced in an Extension Program called Digit-M-Ed Hiperconectando Brasil: transforming teaching and learning, a teacher education Project at the Pontifical Catholic University of São Paulo. The data selection was based on a theoretical framework which builds on Multiliteracies and curricular de-encapsulation. For this research, the guiding question was: How do Multiliteracies contribute to curricular de-encapsulation? This question was answered based on the main concepts that make up Multiliteracies: multimedia, multiculturality and multimodality; situated practice, overt instruction, critical framing and transformed practice. This study was organized within the Critical Collaborative Research framework, which aims at the intentional transformation of the subject in society. Meetings were organized weekly with the participants of the Language in Activities in the School Contexts Research Group, and monthly with teachers, researchers, principals, coordinators and students - all in the role of peer-educators - from public and private schools. The data were collected by video recordings of the meetings with the schools during the first semester of 2017. The analysis drew from the thematic content and the context of production and the observed lexical choices. The interpretation was based on the central concepts of Multiliteracies, based on the narrative of the activities carried out in the first semester of 2017. The results suggest that, in the critical collaborative process, Multiliteracies allow for the creation of a de-encapsulated curriculum, besides the construction and sharing of new knowledge by deconstructing crystallized practices
publishDate 2019
dc.date.accessioned.fl_str_mv 2019-10-15T12:18:55Z
dc.date.issued.fl_str_mv 2019-09-02
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv Barrozo, Luila. Os multiletramentos para a desencapsulação curricular no contexto do Projeto Digit-M-Ed 2017. 2019. 155 f. Dissertação (Mestrado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/22694
identifier_str_mv Barrozo, Luila. Os multiletramentos para a desencapsulação curricular no contexto do Projeto Digit-M-Ed 2017. 2019. 155 f. Dissertação (Mestrado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.
url https://tede2.pucsp.br/handle/handle/22694
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dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Filosofia, Comunicação, Letras e Artes
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
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