Ciclo multimodal complexo de leitura em língua francesa

Detalhes bibliográficos
Autor(a) principal: Generoso, Lisa Paula
Data de Publicação: 2016
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/18903
Resumo: The objective of this research is to describe and interpret the phenomenon complex multimodal reading cycle in French, considering that multimodality is used to refer to different qualities of perception caused by different forms of sense production that involve different technologies, Rojo (2012) In this sense, multimodality suggests a look at five analytical methods: linguistic, visual, spatial, gestural and sonorous. The theoretical framework that supports this research is shaped by complexity, as envisioned by Morin (2006, 2009), reading from the multimodal perspective, as perceived by Rojo (2012), and the teaching of French as a Foreign Language, as conceived by Courtillon (2003). Methodologically, this study is grounded on the complex hermeneutic-phenomenological approach (AHFC), according to Freire (2007, 2010, 2012, 2015), who was initially based on van Manen (1990). This research engaged eight participants – beginners in the study of French as a foreign language - who work as public school teachers, dealing with various educational disciplines in various grades. The selection of these participants was motivated by the potential impact of the complex multimodal reading cycle on students of French, perceived by the researcher in her teaching experience. The research began with the identification of the participants’ profile, followed by classes that involved the reading of several classic texts. By the end of each class in which the complex multimodal cycle was developed, the participants produced “One minute Papers”, which revealed the way each one of them experienced this particular form of developing reading classes. The complex multimodal cycle of reading revealed that learning, knowledge, embarrassment, motivation, self-fulfillment, interest, and attention are the constructs that compound the phenomenon on focus in this study. This knowledge about the phenomenon becomes relevant since it may contribute to the development of the reading skill in French or other foreign languages in Brazil, inspiring further research and future applications
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spelling Freire, Maximina Mariahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4496116T0Generoso, Lisa Paula2016-08-18T14:30:34Z2016-08-05Generoso, Lisa Paula. Ciclo multimodal complexo de leitura em língua francesa. 2016. 86 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, 2016.https://tede2.pucsp.br/handle/handle/18903The objective of this research is to describe and interpret the phenomenon complex multimodal reading cycle in French, considering that multimodality is used to refer to different qualities of perception caused by different forms of sense production that involve different technologies, Rojo (2012) In this sense, multimodality suggests a look at five analytical methods: linguistic, visual, spatial, gestural and sonorous. The theoretical framework that supports this research is shaped by complexity, as envisioned by Morin (2006, 2009), reading from the multimodal perspective, as perceived by Rojo (2012), and the teaching of French as a Foreign Language, as conceived by Courtillon (2003). Methodologically, this study is grounded on the complex hermeneutic-phenomenological approach (AHFC), according to Freire (2007, 2010, 2012, 2015), who was initially based on van Manen (1990). This research engaged eight participants – beginners in the study of French as a foreign language - who work as public school teachers, dealing with various educational disciplines in various grades. The selection of these participants was motivated by the potential impact of the complex multimodal reading cycle on students of French, perceived by the researcher in her teaching experience. The research began with the identification of the participants’ profile, followed by classes that involved the reading of several classic texts. By the end of each class in which the complex multimodal cycle was developed, the participants produced “One minute Papers”, which revealed the way each one of them experienced this particular form of developing reading classes. The complex multimodal cycle of reading revealed that learning, knowledge, embarrassment, motivation, self-fulfillment, interest, and attention are the constructs that compound the phenomenon on focus in this study. This knowledge about the phenomenon becomes relevant since it may contribute to the development of the reading skill in French or other foreign languages in Brazil, inspiring further research and future applicationsO objetivo desta pesquisa é descrever e interpretar o fenômeno ciclo multimodal complexo de leitura em língua francesa, sendo que a multimodalidade é utilizada para referir-se a diferentes qualidades de percepção sensorial provocadas por diversas formas de produção de sentido em que se envolvem diferentes tecnologias, Rojo (2012), na medida em que propõe um olhar para as cinco modalidades analíticas: a linguística, a visual, a espacial, a gestual e a sonora. A fundamentação teórica que sustenta a pesquisa encontra-se na complexidade, conforme a perspectiva de Morin (2006, 2009); na leitura, de acordo com a perspectiva multimodal de Rojo (2012) e no ensino de Francês como Língua Estrangeira, FLE, a partir do aporte de Courtillon (2003). Metodologicamente, este estudo se embasa na abordagem hermenêutico - fenomenológica complexa (AHFC), de acordo com Freire (2007, 2010, 2012, 2015), que se baseou, inicialmente, em van Manen (1990). Esta pesquisa contou com oito participantes, todos iniciantes no estudo da língua francesa, que atuam na rede pública como professores de variados ciclos pedagógicos e variadas disciplinas. A escolha deles foi motivada pelo impacto que o ciclo multimodal complexo de leitura em língua francesa pode potencialmente causar nos alunos, de acordo com a experiência prévia da pesquisadora que o utiliza nas aulas que leciona. A pesquisa teve início com o traçado do perfil de cada participante, seguido por aulas envolvendo a realização de várias leituras de textos clássicos. Ao final de cada aula em que o ciclo multimodal complexo de leitura foi utilizado, os participantes preencheram um instrumento denominado “One Minute Paper”, que revelou a vivência do fenômeno pela ótica de cada um. O ciclo multimodal complexo de leitura em língua francesa revelou que aprendizagem, conhecimento, constrangimento, motivação, autorrealização, interesse e atenção são os construtos que constituem a manifestação do fenômeno estudado nesta investigação. O conhecimento da essência do fenômeno em foco torna-se relevante, pois visa contribuir para o ensino de Francês e outras línguas estrangeiras no Brasil, inspirando novas pesquisas e aplicações futurasCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/38368/Lisa%20Paula%20Generoso.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBrasilFaculdade de Filosofia, Comunicação, Letras e ArtesComplexidadeAbordagem hermenêutico-fenomenológica complexaEnsino de língua francesaComplexityComplex hermeneutic-phenomenological approachFrench language teachingCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADACiclo multimodal complexo de leitura em língua francesaReading complex multimodal cycle in Frenchinfo: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_SPTEXTLisa Paula Generoso.pdf.txtLisa Paula Generoso.pdf.txtExtracted texttext/plain158139https://repositorio.pucsp.br/xmlui/bitstream/handle/18903/4/Lisa%20Paula%20Generoso.pdf.txta100a57c95fd893ecfb42495ad8580d4MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv Ciclo multimodal complexo de leitura em língua francesa
dc.title.alternative.eng.fl_str_mv Reading complex multimodal cycle in French
title Ciclo multimodal complexo de leitura em língua francesa
spellingShingle Ciclo multimodal complexo de leitura em língua francesa
Generoso, Lisa Paula
Complexidade
Abordagem hermenêutico-fenomenológica complexa
Ensino de língua francesa
Complexity
Complex hermeneutic-phenomenological approach
French language teaching
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
title_short Ciclo multimodal complexo de leitura em língua francesa
title_full Ciclo multimodal complexo de leitura em língua francesa
title_fullStr Ciclo multimodal complexo de leitura em língua francesa
title_full_unstemmed Ciclo multimodal complexo de leitura em língua francesa
title_sort Ciclo multimodal complexo de leitura em língua francesa
author Generoso, Lisa Paula
author_facet Generoso, Lisa Paula
author_role author
dc.contributor.advisor1.fl_str_mv Freire, Maximina Maria
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4496116T0
dc.contributor.author.fl_str_mv Generoso, Lisa Paula
contributor_str_mv Freire, Maximina Maria
dc.subject.por.fl_str_mv Complexidade
Abordagem hermenêutico-fenomenológica complexa
Ensino de língua francesa
topic Complexidade
Abordagem hermenêutico-fenomenológica complexa
Ensino de língua francesa
Complexity
Complex hermeneutic-phenomenological approach
French language teaching
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
dc.subject.eng.fl_str_mv Complexity
Complex hermeneutic-phenomenological approach
French language teaching
dc.subject.cnpq.fl_str_mv CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
description The objective of this research is to describe and interpret the phenomenon complex multimodal reading cycle in French, considering that multimodality is used to refer to different qualities of perception caused by different forms of sense production that involve different technologies, Rojo (2012) In this sense, multimodality suggests a look at five analytical methods: linguistic, visual, spatial, gestural and sonorous. The theoretical framework that supports this research is shaped by complexity, as envisioned by Morin (2006, 2009), reading from the multimodal perspective, as perceived by Rojo (2012), and the teaching of French as a Foreign Language, as conceived by Courtillon (2003). Methodologically, this study is grounded on the complex hermeneutic-phenomenological approach (AHFC), according to Freire (2007, 2010, 2012, 2015), who was initially based on van Manen (1990). This research engaged eight participants – beginners in the study of French as a foreign language - who work as public school teachers, dealing with various educational disciplines in various grades. The selection of these participants was motivated by the potential impact of the complex multimodal reading cycle on students of French, perceived by the researcher in her teaching experience. The research began with the identification of the participants’ profile, followed by classes that involved the reading of several classic texts. By the end of each class in which the complex multimodal cycle was developed, the participants produced “One minute Papers”, which revealed the way each one of them experienced this particular form of developing reading classes. The complex multimodal cycle of reading revealed that learning, knowledge, embarrassment, motivation, self-fulfillment, interest, and attention are the constructs that compound the phenomenon on focus in this study. This knowledge about the phenomenon becomes relevant since it may contribute to the development of the reading skill in French or other foreign languages in Brazil, inspiring further research and future applications
publishDate 2016
dc.date.accessioned.fl_str_mv 2016-08-18T14:30:34Z
dc.date.issued.fl_str_mv 2016-08-05
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.citation.fl_str_mv Generoso, Lisa Paula. Ciclo multimodal complexo de leitura em língua francesa. 2016. 86 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, 2016.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/18903
identifier_str_mv Generoso, Lisa Paula. Ciclo multimodal complexo de leitura em língua francesa. 2016. 86 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, 2016.
url https://tede2.pucsp.br/handle/handle/18903
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dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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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