Investigando práticas de letramento e multiletramentos: a leitura do impresso, da tela e do digital na sala de aula

• Autor(a) principal: Garofalo, Débora Denise Dias
• 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/23288
• topic: Pensar Alto em Grupo; Leitura; Letramento; Letramento digital; Group Think Aloud; Reading; Literacy; Computer literacy; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

This Applied Linguistics research aims to investigate the way that students read both on paper and digitally considering the Group Think Aloud experience. The experience is about a practical dialogical and collaborative way of reading and has an approach that promotes the text compreehension and appropriation by the readers, highlighting the reader’s role as a responsive-active subject (BAKTHIN, 2011 [1979]; GERALDI, 2013), that build the meanning of what is been read. Reding is understood, in this research, as a social practice that creates links with other texts and readings and assumes a social-historical context (STREET, 2014). The questions that lead this research are: 1) How do students build meanings from the printed text in dialogical practice? 2) How do students build meanings from digital text in dialogic practice? 3) How can teaching practice contribute to training readers? The theoretical foundation that supports the work focuses on the concepts of reading, as explained by Kato (1986, 2007) and Kleiman (2002, 2013 [1989]), of literacy, according to what was proposed by Street (1984, 2014) , Soares (2006) and Kleiman (2012 [1995]), of multistages, as presented by the New London Group (1996), by Rojo (2009) and Magalhães (2012). Another essential basis for this research was the Group Think Aloud, (PAG), a methodological instrument and a social practice of reading, as defined by Zanotto (1992, 1995, 2014), supported by the contribution of dialogism (BAKTHIN, 2011 [1979 ], which underlies the PAG. The methodological design of this work was guided by the qualitative-interpretative approach, as defined by Moita- Lopes (1994), Chizzotti (2008) and Bortoni-Ricardo (2008), by the action research methodology, as conceived by Thiollent (2009) and Bortoni-Ricardo (2008), and by Group Think Aloud, from the point of view of also constituting a methodological instrument, according to Zanotto (1992, 1995, 2014). The research demonstrated that the processes investigated reading skills could be favored by the PAG and the dialogical relationships that were established and promoted the construction of meaning in the texts, both in the printed and digital spheres, in an active and responsive way. It also helped the students voices to be heard, which contributed to the process as a whole. In addition, the research showed the need for the teacher to be knowledgeable about his / her own pedagogical activities and to discuss their actions. Giving voices again, paraphrasing, questioning and returning questions are actions that help students in the collaborative construction of meanings during the reading process