Continuing teacher education and multimodality on the perspective of language teachers from a public school

Detalhes bibliográficos
Autor(a) principal: Pinheiro, Michelle Soares
Data de Publicação: 2020
Outros Autores: Araújo, Antonia Dilamar
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Linguagem em Foco (Online)
Texto Completo: https://revistas.uece.br/index.php/linguagememfoco/article/view/4019
Resumo: This paper aims to diagnose the teaching practices and their knowledge concerning the usage of multimodality in class, which is investigated before and after a continuing teacher education course to teachers of Languages in a public school from Fortaleza, Ceará, Brazil. The theoretical approach concerns continuing teacher education (GIMENEZ, 2006; VIEIRA-ABRAHÃO, 2010), multimodality and critical multimodal literacy (KRESS; VAN LEEUWEN, 2006; CALLOW, 2008). The methodology is descriptive with qualitative analysis of data from the answers to questionnaires by teachers, considering their practices and knowledge on multimodality, critical-multimodal literacy and textbooks. The results sign that collaborator teachers, after their continuing education course, started to plan and develop literacies practices with their textbooks in order to stimulate affective, compositional, and critical dimensions from Show me framework (CALLOW, 2008) with students in classroom, observing how those students could comprehend the relation between words and images. This could be seen as a way of reflection on their own teaching practices at school.
id UECE-3_022500e50d0f730c4b1260ea1f9c8ad6
oai_identifier_str oai:ojs.revistas.uece.br:article/4019
network_acronym_str UECE-3
network_name_str Revista Linguagem em Foco (Online)
repository_id_str
spelling Continuing teacher education and multimodality on the perspective of language teachers from a public schoolFormação docente continuada e multimodalidade sob a perspectiva de professores de línguas de uma escola públicaFormação docente continuadaMultimodalidadeLetramento multimodal críticoPrática docenteContinuing Teacher EducationMultimodalityCritical-Multimodal LiteracyTeacher PracticesThis paper aims to diagnose the teaching practices and their knowledge concerning the usage of multimodality in class, which is investigated before and after a continuing teacher education course to teachers of Languages in a public school from Fortaleza, Ceará, Brazil. The theoretical approach concerns continuing teacher education (GIMENEZ, 2006; VIEIRA-ABRAHÃO, 2010), multimodality and critical multimodal literacy (KRESS; VAN LEEUWEN, 2006; CALLOW, 2008). The methodology is descriptive with qualitative analysis of data from the answers to questionnaires by teachers, considering their practices and knowledge on multimodality, critical-multimodal literacy and textbooks. The results sign that collaborator teachers, after their continuing education course, started to plan and develop literacies practices with their textbooks in order to stimulate affective, compositional, and critical dimensions from Show me framework (CALLOW, 2008) with students in classroom, observing how those students could comprehend the relation between words and images. This could be seen as a way of reflection on their own teaching practices at school.O objetivo deste artigo é diagnosticar conhecimentos e práticas docentes sobre multimodalidade antes e depois de uma formação continuada com professores de Linguagens e Códigos numa escola pública de Ensino Médio de Fortaleza-CE. O referencial teórico compreende os eixos temáticos: formação docente continuada (GIMENEZ, 2006; VIEIRA- ABRAHÃO, 2010), multimodalidade e letramento multimodal crítico (KRESS; VAN LEEUWEN, 2006; CALLOW, 2008). A metodologia utilizada foi a pesquisa descritiva com análise qualitativa ao aplicarmos questionários de sondagem aos professores sobre saberes e práticas acerca da multimodalidade, letramento multimodal crítico e livro didático. Os resultados sinalizam que os professores colaboradores 3 , após a formação continuada, passaram a planejar e desenvolver práticas de letramento com os livros didáticos para instigar as dimensões afetiva, composicional e crítica do Show me framework (CALLOW, 2008) com os estudantes em sala de aula, contemplando a interpretação de palavras e imagens. Essa constatação pode indicar uma sensibilização para uma reflexão dos professores sobre sua própria prática docente na escola.EdUECE2020-09-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/epub+ziphttps://revistas.uece.br/index.php/linguagememfoco/article/view/401910.46230/2674-8266-12-4019Revista Linguagem em Foco; Vol. 12 No. 2 (2020): Linguagens e tecnologia: ideias e debates sobre apropriação tecnológica na escola contemporânea; 170-189Revista Linguagem em Foco; v. 12 n. 2 (2020): Linguagens e tecnologia: ideias e debates sobre apropriação tecnológica na escola contemporânea; 170-1892674-82662176-7955reponame:Revista Linguagem em Foco (Online)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/linguagememfoco/article/view/4019/3458https://revistas.uece.br/index.php/linguagememfoco/article/view/4019/3459Copyright (c) 2020 Michelle Soares Pinheiro, Antonia Dilamar Araújoinfo:eu-repo/semantics/openAccessPinheiro, Michelle SoaresAraújo, Antonia Dilamar2021-03-23T17:45:03Zoai:ojs.revistas.uece.br:article/4019Revistahttps://revistas.uece.br/index.php/linguagememfocoPUBhttps://revistas.uece.br/index.php/linguagememfoco/oailinguagememfoco@uece.br||2674-82662176-7955opendoar:2021-03-23T17:45:03Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Continuing teacher education and multimodality on the perspective of language teachers from a public school
Formação docente continuada e multimodalidade sob a perspectiva de professores de línguas de uma escola pública
title Continuing teacher education and multimodality on the perspective of language teachers from a public school
spellingShingle Continuing teacher education and multimodality on the perspective of language teachers from a public school
Pinheiro, Michelle Soares
Formação docente continuada
Multimodalidade
Letramento multimodal crítico
Prática docente
Continuing Teacher Education
Multimodality
Critical-Multimodal Literacy
Teacher Practices
title_short Continuing teacher education and multimodality on the perspective of language teachers from a public school
title_full Continuing teacher education and multimodality on the perspective of language teachers from a public school
title_fullStr Continuing teacher education and multimodality on the perspective of language teachers from a public school
title_full_unstemmed Continuing teacher education and multimodality on the perspective of language teachers from a public school
title_sort Continuing teacher education and multimodality on the perspective of language teachers from a public school
author Pinheiro, Michelle Soares
author_facet Pinheiro, Michelle Soares
Araújo, Antonia Dilamar
author_role author
author2 Araújo, Antonia Dilamar
author2_role author
dc.contributor.author.fl_str_mv Pinheiro, Michelle Soares
Araújo, Antonia Dilamar
dc.subject.por.fl_str_mv Formação docente continuada
Multimodalidade
Letramento multimodal crítico
Prática docente
Continuing Teacher Education
Multimodality
Critical-Multimodal Literacy
Teacher Practices
topic Formação docente continuada
Multimodalidade
Letramento multimodal crítico
Prática docente
Continuing Teacher Education
Multimodality
Critical-Multimodal Literacy
Teacher Practices
description This paper aims to diagnose the teaching practices and their knowledge concerning the usage of multimodality in class, which is investigated before and after a continuing teacher education course to teachers of Languages in a public school from Fortaleza, Ceará, Brazil. The theoretical approach concerns continuing teacher education (GIMENEZ, 2006; VIEIRA-ABRAHÃO, 2010), multimodality and critical multimodal literacy (KRESS; VAN LEEUWEN, 2006; CALLOW, 2008). The methodology is descriptive with qualitative analysis of data from the answers to questionnaires by teachers, considering their practices and knowledge on multimodality, critical-multimodal literacy and textbooks. The results sign that collaborator teachers, after their continuing education course, started to plan and develop literacies practices with their textbooks in order to stimulate affective, compositional, and critical dimensions from Show me framework (CALLOW, 2008) with students in classroom, observing how those students could comprehend the relation between words and images. This could be seen as a way of reflection on their own teaching practices at school.
publishDate 2020
dc.date.none.fl_str_mv 2020-09-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uece.br/index.php/linguagememfoco/article/view/4019
10.46230/2674-8266-12-4019
url https://revistas.uece.br/index.php/linguagememfoco/article/view/4019
identifier_str_mv 10.46230/2674-8266-12-4019
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/linguagememfoco/article/view/4019/3458
https://revistas.uece.br/index.php/linguagememfoco/article/view/4019/3459
dc.rights.driver.fl_str_mv Copyright (c) 2020 Michelle Soares Pinheiro, Antonia Dilamar Araújo
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Michelle Soares Pinheiro, Antonia Dilamar Araújo
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/epub+zip
dc.publisher.none.fl_str_mv EdUECE
publisher.none.fl_str_mv EdUECE
dc.source.none.fl_str_mv Revista Linguagem em Foco; Vol. 12 No. 2 (2020): Linguagens e tecnologia: ideias e debates sobre apropriação tecnológica na escola contemporânea; 170-189
Revista Linguagem em Foco; v. 12 n. 2 (2020): Linguagens e tecnologia: ideias e debates sobre apropriação tecnológica na escola contemporânea; 170-189
2674-8266
2176-7955
reponame:Revista Linguagem em Foco (Online)
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Revista Linguagem em Foco (Online)
collection Revista Linguagem em Foco (Online)
repository.name.fl_str_mv Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv linguagememfoco@uece.br||
_version_ 1797068887022370816

Registros relacionados