Os multiletramentos para a desencapsulação curricular no contexto do Projeto Digit-M-Ed 2017
Autor(a) principal: | |
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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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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. |
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https://tede2.pucsp.br/handle/handle/22694 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem |
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PUC-SP |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Filosofia, Comunicação, Letras e Artes |
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Pontifícia Universidade Católica de São Paulo |
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