Cinema brasileiro e multiletramentos: ressignificando o ensino-aprendizagem de leitura e escrita nas aulas de língua portuguesa
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 UEFS |
Texto Completo: | http://tede2.uefs.br:8080/handle/tede/957 |
Resumo: | The lack of stimulation and difficulty in writing formal texts in the school environment by the students is a problem often pointed out by teachers. However it is remarkable that the contemporary world is permeated with discursive possibilities to meet the needs of interactions required in the various social spheres, be they local or global. In spite of so many tools that facilitate the interlocution, as the Information and Communication Technologies - ICTs, these in turn, are still not very accessible in the school environment of public education, being necessary to democratize the access to the digital means as a way to enhance the teaching -learning in the various areas of knowledge. For this reason, this dissertation, Brazilian cinema and Multiliteracies: Resignifying teaching-learning of reading and writing in Portuguese language classes sought to respond to the following disquiet: How can the insertion of Brazilian cinema and multiliteracies in school teaching-learning of reading and writing in Portuguese language classes? Therefore, aimed at providing students in a 9th grade class with the development of reading and writing skills in a critical and enjoyable way, through an intervention subsidized by a didactic sequence elaborated by the class teacher based on the model proposed by Dolz, Noverraz and Schneuwly (2004), presented as "Cineleituração - Cinema, reading and production", this one in turn proposed moments with activities directed to the Reading of Films and production of texts of the genre critical review of film. For this counted with a theoretical anchorage based on the authors' studies Claúdio Novaes (2016), Charles Bazerman (2006), José Manuel Moran (2004), Jean-Claude Bernardet (2009), Roxane Rojo (2012), Angela Kleiman (2005), Joaquim Dolz (2004) among others that made possible the paths that have been traveled. It is worth noting that the methodology chosen for this work and the research-action type of a qualitative nature are based on TRIPP (2005) and Picheth, Cassandre, Thiollent (2016). This action research was developed at the Maria José de Lima Silveira State School, located in the city of Sobradinho-BA. The results of this work show that the insertion of cinema in Portuguese Language classes can promote a teaching-learning in order to involve and stimulate the students to the numerous practices of reading and writing and thus allow them to develop activities that involve multiliteracies, reading and writing. So much so that from what was worked, the students constructed learning about what was proposed and felt motivated to develop not only what had been planned, but they became protagonists in this process, producing works that demonstrate that besides having built knowledge could be protagonists of the process of teaching and learning. |
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Cledson Novaes, Claudio3819756159102415796514http://lattes.cnpq.br/6746657291473586Vieira, Camila da Costa2020-02-03T20:14:09Z2019-03-28CLEDSON NOVAES, Claudio. Cinema brasileiro e multiletramentos: ressignificando o ensino-aprendizagem de leitura e escrita nas aulas de língua portuguesa. 2019. 188 f. Dissertação (Mestrado Profissional em Letras)- Universidade Estadual de Feira de Santana, Feira de Santana, 2019.http://tede2.uefs.br:8080/handle/tede/957The lack of stimulation and difficulty in writing formal texts in the school environment by the students is a problem often pointed out by teachers. However it is remarkable that the contemporary world is permeated with discursive possibilities to meet the needs of interactions required in the various social spheres, be they local or global. In spite of so many tools that facilitate the interlocution, as the Information and Communication Technologies - ICTs, these in turn, are still not very accessible in the school environment of public education, being necessary to democratize the access to the digital means as a way to enhance the teaching -learning in the various areas of knowledge. For this reason, this dissertation, Brazilian cinema and Multiliteracies: Resignifying teaching-learning of reading and writing in Portuguese language classes sought to respond to the following disquiet: How can the insertion of Brazilian cinema and multiliteracies in school teaching-learning of reading and writing in Portuguese language classes? Therefore, aimed at providing students in a 9th grade class with the development of reading and writing skills in a critical and enjoyable way, through an intervention subsidized by a didactic sequence elaborated by the class teacher based on the model proposed by Dolz, Noverraz and Schneuwly (2004), presented as "Cineleituração - Cinema, reading and production", this one in turn proposed moments with activities directed to the Reading of Films and production of texts of the genre critical review of film. For this counted with a theoretical anchorage based on the authors' studies Claúdio Novaes (2016), Charles Bazerman (2006), José Manuel Moran (2004), Jean-Claude Bernardet (2009), Roxane Rojo (2012), Angela Kleiman (2005), Joaquim Dolz (2004) among others that made possible the paths that have been traveled. It is worth noting that the methodology chosen for this work and the research-action type of a qualitative nature are based on TRIPP (2005) and Picheth, Cassandre, Thiollent (2016). This action research was developed at the Maria José de Lima Silveira State School, located in the city of Sobradinho-BA. The results of this work show that the insertion of cinema in Portuguese Language classes can promote a teaching-learning in order to involve and stimulate the students to the numerous practices of reading and writing and thus allow them to develop activities that involve multiliteracies, reading and writing. So much so that from what was worked, the students constructed learning about what was proposed and felt motivated to develop not only what had been planned, but they became protagonists in this process, producing works that demonstrate that besides having built knowledge could be protagonists of the process of teaching and learning.A falta de estímulo e dificuldade de escrita de textos formais no ambiente escolar por partes dos alunos é uma problemática frequentemente apontada pelos professores. Todavia é notável que o mundo contemporâneo encontra-se permeado de possibilidades discursivas para atender as necessidades de interações exigidas nos diversos âmbitos sociais, sejam elas locais ou globais. Apesar de tantas ferramentas que viabilizam a interlocução, como as Tecnologias da Informação e Comunicação –TICs, essas por sua vez, ainda se encontram pouco acessíveis no ambiente escolar do ensino público, sendo necessário democratizar o acesso aos meios digitais como forma de potencializar o ensino-aprendizagem nas diversas áreas de conhecimento. Por esse motivo esta dissertação, Cinema Brasileiro e Multiletramentos: Ressignificando o Ensino Aprendizagem de Leitura e Escrita nas Aulas de Língua Portuguesa, buscou responder à seguinte inquietude: Como a inserção do cinema brasileiro e dos multiletramentos na escola podem ressignificar o ensino-aprendizagem de leitura e escrita nas aulas de Língua Portuguesa? Para tanto, teve como objetivo propiciar aos alunos de uma turma de 9º ano o desenvolvimento de habilidades de leitura e escrita de forma crítica e prazerosa, por meio de uma intervenção subsidiada por uma sequência didática elaborada pela professora da turma com base no modelo proposto por Dolz, Noverraz e Schneuwly (2004), apresentada como “Cineleituração – Cinema, leitura e produção” essa por sua vez propôs momentos com atividades voltadas para a Leitura de Filmes e produção de textos do gênero resenha crítica de filme. Para isso contou, com uma ancoragem teórica pautada nos estudos dos autores Claúdio Novaes (2016), Charles Bazerman (2006), José Manuel Moran (2004), Jean-Claude Bernardet (2009), Roxane Rojo (2012), Angela Kleiman (2005), Joaquim Dolz (2004) entre outros que possibilitaram nortear os caminhos que foram percorridos. Vale salientar que a metodologia escolhida para esse trabalho e do tipo pesquisa-ação de natureza qualitativa são embasadas em TRIPP (2005) e Picheth, Cassandre, Thiollent (2016). Essa pesquisa-ação foi desenvolvida na Escola Estadual Maria José de Lima Silveira situada na cidade de Sobradinho-Ba. Os resultados deste trabalho evidenciam que a inserção do cinema nas aulas de Língua Portuguesa pode promover um ensino-aprendizagem de forma a envolver e estimular os alunos para as inúmeras práticas de leitura e escrita e assim permitir que desenvolvam atividades que envolvam os multiletramentos, a leitura e a escrita. Tanto que a partir do que foi trabalhado, os alunos construíram aprendizagens acerca do foi proposto e sentiram-se motivados a desenvolver não somente o que havia sido planejado, mas tornaram-se protagonistas nesse processo, produzindo trabalhos que demonstram que além de terem construído conhecimentos puderam ser protagonistas do processo de ensina e aprender.Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2020-02-03T20:14:09Z No. of bitstreams: 1 Dissertação CINEMA BRASILEIRO E MULTILETRAMENTOS RESSIGNIFICANDO O ENSINO-APRENDIZAGEM DE LEITURA E ESCRITA NAS AULAS DE ~1.pdf: 15006320 bytes, checksum: 1d1054aa610e21420108ae7bf3ec0ea7 (MD5)Made available in DSpace on 2020-02-03T20:14:09Z (GMT). No. of bitstreams: 1 Dissertação CINEMA BRASILEIRO E MULTILETRAMENTOS RESSIGNIFICANDO O ENSINO-APRENDIZAGEM DE LEITURA E ESCRITA NAS AULAS DE ~1.pdf: 15006320 bytes, checksum: 1d1054aa610e21420108ae7bf3ec0ea7 (MD5) Previous issue date: 2019-03-28Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Estadual de Feira de SantanaMestrado Profissional em LetrasUEFSBrasilDEPARTAMENTO DE LETRAS E ARTESCinema brasileiroLeituraEscritaMultiletramentosSequência didáticaBrazilian cinemaReadingWritingMultiliteraciesDidactic sequenceLETRAS::LINGUA PORTUGUESALINGUISTICA, LETRAS E ARTESCinema brasileiro e multiletramentos: ressignificando o ensino-aprendizagem de leitura e escrita nas aulas de língua portuguesainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis48421129453408147996006006006006006451293484473876986-274451291417698362348280260230440179923590462550136975366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEFSinstname:Universidade Estadual de Feira de Santana (UEFS)instacron:UEFSORIGINALDissertação CINEMA BRASILEIRO E MULTILETRAMENTOS RESSIGNIFICANDO O ENSINO-APRENDIZAGEM DE LEITURA E ESCRITA NAS AULAS DE ~1.pdfDissertação CINEMA BRASILEIRO E MULTILETRAMENTOS RESSIGNIFICANDO O ENSINO-APRENDIZAGEM DE LEITURA E ESCRITA NAS AULAS DE ~1.pdfapplication/pdf15006320http://tede2.uefs.br:8080/bitstream/tede/957/2/Disserta%C3%A7%C3%A3o+CINEMA+BRASILEIRO+E+MULTILETRAMENTOS+RESSIGNIFICANDO+O+ENSINO-APRENDIZAGEM+DE+LEITURA+E+ESCRITA+NAS+AULAS+DE+%7E1.pdf1d1054aa610e21420108ae7bf3ec0ea7MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82089http://tede2.uefs.br:8080/bitstream/tede/957/1/license.txt7b5ba3d2445355f386edab96125d42b7MD51tede/9572020-02-03 17:14:09.666oai:tede2.uefs.br:8080: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.uefs.br:8080/PUBhttp://tede2.uefs.br:8080/oai/requestbcuefs@uefs.br|| bcref@uefs.br||bcuefs@uefs.bropendoar:2020-02-03T20:14:09Biblioteca Digital de Teses e Dissertações da UEFS - Universidade Estadual de Feira de Santana (UEFS)false |
dc.title.por.fl_str_mv |
Cinema brasileiro e multiletramentos: ressignificando o ensino-aprendizagem de leitura e escrita nas aulas de língua portuguesa |
title |
Cinema brasileiro e multiletramentos: ressignificando o ensino-aprendizagem de leitura e escrita nas aulas de língua portuguesa |
spellingShingle |
Cinema brasileiro e multiletramentos: ressignificando o ensino-aprendizagem de leitura e escrita nas aulas de língua portuguesa Vieira, Camila da Costa Cinema brasileiro Leitura Escrita Multiletramentos Sequência didática Brazilian cinema Reading Writing Multiliteracies Didactic sequence LETRAS::LINGUA PORTUGUESA LINGUISTICA, LETRAS E ARTES |
title_short |
Cinema brasileiro e multiletramentos: ressignificando o ensino-aprendizagem de leitura e escrita nas aulas de língua portuguesa |
title_full |
Cinema brasileiro e multiletramentos: ressignificando o ensino-aprendizagem de leitura e escrita nas aulas de língua portuguesa |
title_fullStr |
Cinema brasileiro e multiletramentos: ressignificando o ensino-aprendizagem de leitura e escrita nas aulas de língua portuguesa |
title_full_unstemmed |
Cinema brasileiro e multiletramentos: ressignificando o ensino-aprendizagem de leitura e escrita nas aulas de língua portuguesa |
title_sort |
Cinema brasileiro e multiletramentos: ressignificando o ensino-aprendizagem de leitura e escrita nas aulas de língua portuguesa |
author |
Vieira, Camila da Costa |
author_facet |
Vieira, Camila da Costa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cledson Novaes, Claudio |
dc.contributor.advisor1ID.fl_str_mv |
38197561591 |
dc.contributor.authorID.fl_str_mv |
02415796514 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6746657291473586 |
dc.contributor.author.fl_str_mv |
Vieira, Camila da Costa |
contributor_str_mv |
Cledson Novaes, Claudio |
dc.subject.por.fl_str_mv |
Cinema brasileiro Leitura Escrita Multiletramentos Sequência didática |
topic |
Cinema brasileiro Leitura Escrita Multiletramentos Sequência didática Brazilian cinema Reading Writing Multiliteracies Didactic sequence LETRAS::LINGUA PORTUGUESA LINGUISTICA, LETRAS E ARTES |
dc.subject.eng.fl_str_mv |
Brazilian cinema Reading Writing Multiliteracies Didactic sequence |
dc.subject.cnpq.fl_str_mv |
LETRAS::LINGUA PORTUGUESA LINGUISTICA, LETRAS E ARTES |
description |
The lack of stimulation and difficulty in writing formal texts in the school environment by the students is a problem often pointed out by teachers. However it is remarkable that the contemporary world is permeated with discursive possibilities to meet the needs of interactions required in the various social spheres, be they local or global. In spite of so many tools that facilitate the interlocution, as the Information and Communication Technologies - ICTs, these in turn, are still not very accessible in the school environment of public education, being necessary to democratize the access to the digital means as a way to enhance the teaching -learning in the various areas of knowledge. For this reason, this dissertation, Brazilian cinema and Multiliteracies: Resignifying teaching-learning of reading and writing in Portuguese language classes sought to respond to the following disquiet: How can the insertion of Brazilian cinema and multiliteracies in school teaching-learning of reading and writing in Portuguese language classes? Therefore, aimed at providing students in a 9th grade class with the development of reading and writing skills in a critical and enjoyable way, through an intervention subsidized by a didactic sequence elaborated by the class teacher based on the model proposed by Dolz, Noverraz and Schneuwly (2004), presented as "Cineleituração - Cinema, reading and production", this one in turn proposed moments with activities directed to the Reading of Films and production of texts of the genre critical review of film. For this counted with a theoretical anchorage based on the authors' studies Claúdio Novaes (2016), Charles Bazerman (2006), José Manuel Moran (2004), Jean-Claude Bernardet (2009), Roxane Rojo (2012), Angela Kleiman (2005), Joaquim Dolz (2004) among others that made possible the paths that have been traveled. It is worth noting that the methodology chosen for this work and the research-action type of a qualitative nature are based on TRIPP (2005) and Picheth, Cassandre, Thiollent (2016). This action research was developed at the Maria José de Lima Silveira State School, located in the city of Sobradinho-BA. The results of this work show that the insertion of cinema in Portuguese Language classes can promote a teaching-learning in order to involve and stimulate the students to the numerous practices of reading and writing and thus allow them to develop activities that involve multiliteracies, reading and writing. So much so that from what was worked, the students constructed learning about what was proposed and felt motivated to develop not only what had been planned, but they became protagonists in this process, producing works that demonstrate that besides having built knowledge could be protagonists of the process of teaching and learning. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-03-28 |
dc.date.accessioned.fl_str_mv |
2020-02-03T20:14:09Z |
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 |
CLEDSON NOVAES, Claudio. Cinema brasileiro e multiletramentos: ressignificando o ensino-aprendizagem de leitura e escrita nas aulas de língua portuguesa. 2019. 188 f. Dissertação (Mestrado Profissional em Letras)- Universidade Estadual de Feira de Santana, Feira de Santana, 2019. |
dc.identifier.uri.fl_str_mv |
http://tede2.uefs.br:8080/handle/tede/957 |
identifier_str_mv |
CLEDSON NOVAES, Claudio. Cinema brasileiro e multiletramentos: ressignificando o ensino-aprendizagem de leitura e escrita nas aulas de língua portuguesa. 2019. 188 f. Dissertação (Mestrado Profissional em Letras)- Universidade Estadual de Feira de Santana, Feira de Santana, 2019. |
url |
http://tede2.uefs.br:8080/handle/tede/957 |
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openAccess |
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Universidade Estadual de Feira de Santana |
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dc.publisher.initials.fl_str_mv |
UEFS |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
DEPARTAMENTO DE LETRAS E ARTES |
publisher.none.fl_str_mv |
Universidade Estadual de Feira de Santana |
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bcuefs@uefs.br|| bcref@uefs.br||bcuefs@uefs.br |
_version_ |
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