Multiletramentos como instrumentos para desencapsulação curricular
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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/23037 |
Resumo: | In the context of the contemporary world, digital media and new technologies create a new paradigm for teaching and learning. Therefore, the use of Autonomous Literacy, disjointed from the socio-historical-cultural reality, does not correspond to the current needs in a globalized world. This new context demands an active, interactive, collaborative and dynamic stance towards the production of knowledge. In this context, this research aims to understand the Multiliteracies from the perspective of Multimodalities, Multimedia and Multiculturalism, focusing on Situated Practice, Evident Instruction, Critical Framework and Transformed Practice, enabling the formation of a de-encapsulated curriculum. To achieve this goal, this research aims to understand how the Pedagogy of Multiliteracies enables the de-encapsulation of learning in the Digitmed Program 2018, by means of decapsulation projects. It is based on the Socio historical activity. In this scenario, the subjects act symmetrically as trainers, where researchers, managers, sign language interpreters, teachers, students and parents share experiences, knowledge and produce mobility in the process of rethinking the school curriculum. The proposal is to train trainers engaged in the expansive constitution of agents that transform reality, producers of shared meanings from a globalized socio-historical-cultural, multicultural, multimodal and multimedia context. The theoretical foundation is based on the concepts of Autonomous Literacy, Ideological Literacy, Critical Literacy, Multiliteracy and curricular de-encapsulation. The research subjects were participants of the Digitmed 2018 program. The methodology was developed through the Critical Collaborative Research. The production of data wad made through descriptions of the event, obtained from data collected by cameras located in the auditorium of PUC-SP on October 20, 2018. The data analysis was carried out through a critical reflection. The results showed that the Multiliteracies favored the process of transformation of the subjects, allowing the development of a collaborative critical stance towards the issues presented |
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Liberali, Fernanda Coelhohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K2158572D1Silva, Sarah Bento dos Santos2020-07-17T12:07:53Z2020-02-19Silva , Sarah Bento dos Santos. Multiletramentos como instrumentos para desencapsulação curricular. 2019. 163 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/23037In the context of the contemporary world, digital media and new technologies create a new paradigm for teaching and learning. Therefore, the use of Autonomous Literacy, disjointed from the socio-historical-cultural reality, does not correspond to the current needs in a globalized world. This new context demands an active, interactive, collaborative and dynamic stance towards the production of knowledge. In this context, this research aims to understand the Multiliteracies from the perspective of Multimodalities, Multimedia and Multiculturalism, focusing on Situated Practice, Evident Instruction, Critical Framework and Transformed Practice, enabling the formation of a de-encapsulated curriculum. To achieve this goal, this research aims to understand how the Pedagogy of Multiliteracies enables the de-encapsulation of learning in the Digitmed Program 2018, by means of decapsulation projects. It is based on the Socio historical activity. In this scenario, the subjects act symmetrically as trainers, where researchers, managers, sign language interpreters, teachers, students and parents share experiences, knowledge and produce mobility in the process of rethinking the school curriculum. The proposal is to train trainers engaged in the expansive constitution of agents that transform reality, producers of shared meanings from a globalized socio-historical-cultural, multicultural, multimodal and multimedia context. The theoretical foundation is based on the concepts of Autonomous Literacy, Ideological Literacy, Critical Literacy, Multiliteracy and curricular de-encapsulation. The research subjects were participants of the Digitmed 2018 program. The methodology was developed through the Critical Collaborative Research. The production of data wad made through descriptions of the event, obtained from data collected by cameras located in the auditorium of PUC-SP on October 20, 2018. The data analysis was carried out through a critical reflection. The results showed that the Multiliteracies favored the process of transformation of the subjects, allowing the development of a collaborative critical stance towards the issues presentedNo contexto do mundo contemporâneo, as mídias digitais e as novas tecnologias configuram um novo paradigma para o ensino-aprendizagem. Por isso, o emprego do Letramento Autônomo, desarticulado da realidade sócio-histórico-cultural, não corresponde às necessidades vigentes em um mundo globalizado. Esse novo contexto exige uma postura ativa, interativa, colaborativa e dinâmica frente à produção de conhecimento. Nesse enquadre, esta pesquisa objetiva compreender os Multiletramentos a partir da perspectiva das Multimodalidades, Multimídias e Multiculturalidade, propostos pelo New London Group, com foco sobre Prática Situada, Instrução Evidente, Enquadramento Crítico e Prática Transformada, possibilitando a formação de um currículo desencapsulado. A pesquisa, ancorada na Teoria da Atividade Sócio-histórica-cultural e de multiletramentos, possibilita que os sujeitos atuem simetricamente como formadores, visto que pesquisadores, gestores, intérpretes de libras, professores, estudantes e pais compartilham vivências e conhecimentos e produzem mobilidade no processo de repensar o currículo escolar. A proposta é formar formadores empenhados na constituição expansiva de agentes transformadores da realidade, produtores de significados compartilhados a partir de um contexto sócio-histórico-cultural globalizado, multicultural, multimodal e multimidiático. A fundamentação teórica encontra-se alicerçada nos conceitos de Letramento Autônomo, Letramento Ideológico, Letramento Crítico, Multiletramentos e desencapsulação curricular. Os sujeitos da pesquisa foram participantes do programa Digitmed 2018. A metodologia foi desenvolvida por meio da Pesquisa Crítica de Colaboração. Para a coleta, seleção e produção de dados, foram realizadas descrições do evento, obtidas a partir de dados coletados por meio de câmeras localizadas no auditório da PUC-SP, no dia 20 de outubro de 2018. A análise de dados foi realizada por meio das ações de reflexão crítica: descrever, informar, confrontar e reconstruir. Os resultados evidenciaram que os Multiletramentos, fundamentados nas estratégias de formação, favoreceram o processo de transformação dos sujeitos, permitindo o desenvolvimento de uma postura crítica colaborativa em face às problemáticas apresentadasapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/51816/Sarah%20Bento%20dos%20Santos%20Silva.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoLetramento digitalMultiletramentosDesencapsulação curricularPrograma DigitmedComputer literacyMultilitteracyCurricular decapsulationDigitmed ProgramCNPQ::CIENCIAS HUMANAS::EDUCACAOMultiletramentos como instrumentos para desencapsulação curricularinfo: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_SPTEXTSarah Bento dos Santos Silva.pdf.txtSarah Bento dos Santos Silva.pdf.txtExtracted texttext/plain335969https://repositorio.pucsp.br/xmlui/bitstream/handle/23037/4/Sarah%20Bento%20dos%20Santos%20Silva.pdf.txt3d371ae47f76eae97467f7cd22d2a399MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Multiletramentos como instrumentos para desencapsulação curricular |
title |
Multiletramentos como instrumentos para desencapsulação curricular |
spellingShingle |
Multiletramentos como instrumentos para desencapsulação curricular Silva, Sarah Bento dos Santos Letramento digital Multiletramentos Desencapsulação curricular Programa Digitmed Computer literacy Multilitteracy Curricular decapsulation Digitmed Program CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Multiletramentos como instrumentos para desencapsulação curricular |
title_full |
Multiletramentos como instrumentos para desencapsulação curricular |
title_fullStr |
Multiletramentos como instrumentos para desencapsulação curricular |
title_full_unstemmed |
Multiletramentos como instrumentos para desencapsulação curricular |
title_sort |
Multiletramentos como instrumentos para desencapsulação curricular |
author |
Silva, Sarah Bento dos Santos |
author_facet |
Silva, Sarah Bento dos Santos |
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=K2158572D1 |
dc.contributor.author.fl_str_mv |
Silva, Sarah Bento dos Santos |
contributor_str_mv |
Liberali, Fernanda Coelho |
dc.subject.por.fl_str_mv |
Letramento digital Multiletramentos Desencapsulação curricular Programa Digitmed |
topic |
Letramento digital Multiletramentos Desencapsulação curricular Programa Digitmed Computer literacy Multilitteracy Curricular decapsulation Digitmed Program CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Computer literacy Multilitteracy Curricular decapsulation Digitmed Program |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
In the context of the contemporary world, digital media and new technologies create a new paradigm for teaching and learning. Therefore, the use of Autonomous Literacy, disjointed from the socio-historical-cultural reality, does not correspond to the current needs in a globalized world. This new context demands an active, interactive, collaborative and dynamic stance towards the production of knowledge. In this context, this research aims to understand the Multiliteracies from the perspective of Multimodalities, Multimedia and Multiculturalism, focusing on Situated Practice, Evident Instruction, Critical Framework and Transformed Practice, enabling the formation of a de-encapsulated curriculum. To achieve this goal, this research aims to understand how the Pedagogy of Multiliteracies enables the de-encapsulation of learning in the Digitmed Program 2018, by means of decapsulation projects. It is based on the Socio historical activity. In this scenario, the subjects act symmetrically as trainers, where researchers, managers, sign language interpreters, teachers, students and parents share experiences, knowledge and produce mobility in the process of rethinking the school curriculum. The proposal is to train trainers engaged in the expansive constitution of agents that transform reality, producers of shared meanings from a globalized socio-historical-cultural, multicultural, multimodal and multimedia context. The theoretical foundation is based on the concepts of Autonomous Literacy, Ideological Literacy, Critical Literacy, Multiliteracy and curricular de-encapsulation. The research subjects were participants of the Digitmed 2018 program. The methodology was developed through the Critical Collaborative Research. The production of data wad made through descriptions of the event, obtained from data collected by cameras located in the auditorium of PUC-SP on October 20, 2018. The data analysis was carried out through a critical reflection. The results showed that the Multiliteracies favored the process of transformation of the subjects, allowing the development of a collaborative critical stance towards the issues presented |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-07-17T12:07:53Z |
dc.date.issued.fl_str_mv |
2020-02-19 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Silva , Sarah Bento dos Santos. Multiletramentos como instrumentos para desencapsulação curricular. 2019. 163 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/23037 |
identifier_str_mv |
Silva , Sarah Bento dos Santos. Multiletramentos como instrumentos para desencapsulação curricular. 2019. 163 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Formação de Formadores |
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PUC-SP |
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Brasil |
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Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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