Letramento crítico multimodal no ensino de língua portuguesa a partir de tiras
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) |
Texto Completo: | https://repositorio.ufersa.edu.br/handle/prefix/5533 |
Resumo: | There are several ways in which language can be and is used to maintain and cope with forms of power (Janks, 2016), it‘s necessary to pay special attention to what is read on a daily basis, taking into account not only the verbal code, but all features semiotics that make up the texts, since multimodality is an intrinsic condition of human communication (KRESS, 2010).Therefore, this research aims to analyze the Multimodal Critical Literacy of High School students from comic strips. Specifically, seeking to understand how students identify and understand ideologically naturalized discourses from the verb-images elements of the comic strips, and seeking to analyze how students deconstruct the asymmetrical power relations represented in them. Therefore, the discussions developed about the notion of criticality and critical literacy are supported by the theoretical postulations of Street (2014), Silva, M. Z. V. (2016), Janks (2012, 2016), Freire (1981, 1987,1989, 1996) and, above all., in the theoretical contribution of Critical Discourse Analysis from the perspective of Fairclough (1989, 2001 2003), Chouliaraki and Fairclough (1999) and Resende and Ramalho (2006). In reference of the concepts of multi-measures, multimodality and multimodal literacy, the theoretical framework of the New London Group (1996), Cope and Kalantzis (2015), Rojo (2012), Dionísio (2011, 2013, 2014), Jewitt (2008), Hodge and Kress (1988), Kress (2003, 2010), Kress and van Leeuwen (2006),van Leeuwen (2017) and Predebon (2015).In meeting the goals set, a predominantly qualitative research was conducted through an action research (RICHARDSON, 2017), whose group of participants was composed of eight students of the 3rd year of High School of a public school of the state school system Ceará teaching. The research data were constituted through the answers collected by the pretest / posttest and the critical redesign activity performed during the classroom intervention process, in which they were explored in the light of Visual Design Grammar (KRESS; VAN LEUWEEN, 2006) and Critical Discourse Analysis, Armandinho's comic strips collected from his Facebook page. According to the results, it was found that students mobilize and articulate knowledge concerning these two theoretical contributions mentioned above, which contributed to the identification, comprehension and deconstruction of the ideological discourses that cross the texts. In particular, an improvement in comprehension capacity of the semiotic resources that compose the images, which possibly triggered a more satisfactory performance in the other aspects analyzed. In short, the interrelationship of this knowledge, viewed from a critical the broader construction / deconstruction / reconstruction, according to Janks (2012), contributed to catch and even collaborate with the Multimodal Critical Literacy of the research subjects |
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Letramento crítico multimodal no ensino de língua portuguesa a partir de tirasLetramento crítico multimodalTirasEnsino de Língua PortuguesaMultimodal critical literacyComic stripsPortuguese Language TeachingCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMThere are several ways in which language can be and is used to maintain and cope with forms of power (Janks, 2016), it‘s necessary to pay special attention to what is read on a daily basis, taking into account not only the verbal code, but all features semiotics that make up the texts, since multimodality is an intrinsic condition of human communication (KRESS, 2010).Therefore, this research aims to analyze the Multimodal Critical Literacy of High School students from comic strips. Specifically, seeking to understand how students identify and understand ideologically naturalized discourses from the verb-images elements of the comic strips, and seeking to analyze how students deconstruct the asymmetrical power relations represented in them. Therefore, the discussions developed about the notion of criticality and critical literacy are supported by the theoretical postulations of Street (2014), Silva, M. Z. V. (2016), Janks (2012, 2016), Freire (1981, 1987,1989, 1996) and, above all., in the theoretical contribution of Critical Discourse Analysis from the perspective of Fairclough (1989, 2001 2003), Chouliaraki and Fairclough (1999) and Resende and Ramalho (2006). In reference of the concepts of multi-measures, multimodality and multimodal literacy, the theoretical framework of the New London Group (1996), Cope and Kalantzis (2015), Rojo (2012), Dionísio (2011, 2013, 2014), Jewitt (2008), Hodge and Kress (1988), Kress (2003, 2010), Kress and van Leeuwen (2006),van Leeuwen (2017) and Predebon (2015).In meeting the goals set, a predominantly qualitative research was conducted through an action research (RICHARDSON, 2017), whose group of participants was composed of eight students of the 3rd year of High School of a public school of the state school system Ceará teaching. The research data were constituted through the answers collected by the pretest / posttest and the critical redesign activity performed during the classroom intervention process, in which they were explored in the light of Visual Design Grammar (KRESS; VAN LEUWEEN, 2006) and Critical Discourse Analysis, Armandinho's comic strips collected from his Facebook page. According to the results, it was found that students mobilize and articulate knowledge concerning these two theoretical contributions mentioned above, which contributed to the identification, comprehension and deconstruction of the ideological discourses that cross the texts. In particular, an improvement in comprehension capacity of the semiotic resources that compose the images, which possibly triggered a more satisfactory performance in the other aspects analyzed. In short, the interrelationship of this knowledge, viewed from a critical the broader construction / deconstruction / reconstruction, according to Janks (2012), contributed to catch and even collaborate with the Multimodal Critical Literacy of the research subjectsSão diversas as maneiras em que a linguagem pode ser e é empregada para manter e enfrentar formas de poder (JANKS, 2016), por isso é preciso dar especial atenção para aquilo que se lê cotidianamente, levando-se em consideração não só o código verbal, mas todos os recursos semióticos que compõem os textos, visto que a multimodalidade é uma condição intrínseca da comunicação humana (KRESS, 2010). Diante disso, a presente pesquisa tem como objetivo analisar o Letramento Crítico Multimodal de alunos do Ensino Médio a partir de tiras. De modo específico, buscando perceber como os alunos identificam os discursos ideologicamente naturalizados a partir de elementos verbo-imagéticos das tiras, e procurando analisar de que maneira eles desconstroem as relações assimétricas de poder nelas representadas. Para tanto, as discussões desenvolvidas acerca da noção de criticidade e letramento crítico se amparam nas postulações teóricas de Street (2014), Silva, M. Z. V. (2016), Janks (2012, 2016), Freire (1981, 1987, 1989, 1996) e, sobretudo, no aporte teórico da Análise de Discurso Crítica conforme Fairclough (1989, 2001, 2003), Chouliaraki e Fairclough (1999) e Resende e Ramalho (2006). No que tange às concepções de multiletramentos, multimodalidade e letramento multimodal, empregou-se o arcabouço teórico do New London Group (CAZDEN et al., 1996), Cope e Kalantzis (2015), Rojo (2012), Dionísio (2011, 2013, 2014), Jewitt (2008), Hodge e Kress (1988), Kress (2003, 2010), Kress e van Leeuwen (2006), van Leeuwen (2017) e Predebon (2015). Sobre a abordagem dada ao gênero discursivo tira, foram utilizadas as colaborações de Ramos (2016, 2017) e Vergueiro (2014). No atendimento aos objetivos traçados, realizou-se uma pesquisa predominantemente qualitativa, por intermédio de uma pesquisa-ação (RICHARDSON, 2017), cujo grupo de participantes foi composto por oito alunos da 3ª série do Ensino Médio de uma escola pública da rede estadual de ensino do Ceará. A constituição dos dados da pesquisa se deu através das respostas coletadas pelo préteste/pós-teste e pela atividade de redesenho crítico, realizados durante o processo de intervenção em sala de aula, no qual foram exploradas, à luz da Gramática do Design Visual, de Kress e van Leeuwen (2006) e da Análise de Discurso Crítica, tiras de Armandinho coletadas de sua página no Facebook. Consoante os resultados, averiguou-se que os alunos mobilizam e articulam conhecimentos concernentes a essas duas contribuições teóricas supracitadas, fatores que contribuíram com a identificação e desconstrução dos discursos ideológicos que atravessam os textos. De maneira especial, destaca-se, a partir disso, uma melhoria na capacidade de compreensão dos recursos semióticos que compõem as imagens, o que possivelmente desencadeou um desempenho mais satisfatório nos demais aspectos analisados. Em suma, a inter-relação desses conhecimentos, vistos numa perspectiva crítica mais ampla de construção/desconstrução/reconstrução, conforme Janks (2012), contribuiu para flagrar e até colaborar com o Letramento Crítico Multimodal dos sujeitos da pesquisaTrabalho não financiado por agência de fomento, ou autofinanciadoUniversidade Federal Rural do Semi-ÁridoBrasilCentro de Ciências Sociais Aplicadas e Humanas - CCSAHUFERSAPrograma de Pós-Graduação em EnsinoLima-Neto, Vicente de00535398344http://lattes.cnpq.br/7236640942719268Ferreira, Elaine Cristina Forte65074947391http://lattes.cnpq.br/r/2420106463684154Nobre, Kennedy Cabral91362512320http://lattes.cnpq.br/0432524466034133Barbosa, José Roberto Alves77943651472http://lattes.cnpq.br/6863902903753881Santiago, Leiliane Nogueira2020-09-30T02:49:42Z2020-09-292020-09-30T02:49:42Z2020-03-03info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfSantiago (2020) (SANTIAGO, 2020)https://repositorio.ufersa.edu.br/handle/prefix/5533porSANTIAGO, Leiliane Nogueira. Letramento crítico multimodal no ensino de língua portuguesa a partir de tiras. 2020. 197 f. Dissertação (Mestrado em Posensino), Universidade Federal Rural do Semi-Árido, Mossoró, 2020CC-BY-SAinfo:eu-repo/semantics/openAccessreponame:Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU)instname:Universidade Federal Rural do Semi-Árido (UFERSA)instacron:UFERSA2023-11-20T21:54:23Zoai:repositorio.ufersa.edu.br:prefix/5533Repositório Institucionalhttps://repositorio.ufersa.edu.br/PUBhttp://bdtd.ufersa.edu.br/oai/requestrepositorio@ufersa.edu.bropendoar:2023-11-20T21:54:23Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) - Universidade Federal Rural do Semi-Árido (UFERSA)false |
dc.title.none.fl_str_mv |
Letramento crítico multimodal no ensino de língua portuguesa a partir de tiras |
title |
Letramento crítico multimodal no ensino de língua portuguesa a partir de tiras |
spellingShingle |
Letramento crítico multimodal no ensino de língua portuguesa a partir de tiras Santiago, Leiliane Nogueira Letramento crítico multimodal Tiras Ensino de Língua Portuguesa Multimodal critical literacy Comic strips Portuguese Language Teaching CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Letramento crítico multimodal no ensino de língua portuguesa a partir de tiras |
title_full |
Letramento crítico multimodal no ensino de língua portuguesa a partir de tiras |
title_fullStr |
Letramento crítico multimodal no ensino de língua portuguesa a partir de tiras |
title_full_unstemmed |
Letramento crítico multimodal no ensino de língua portuguesa a partir de tiras |
title_sort |
Letramento crítico multimodal no ensino de língua portuguesa a partir de tiras |
author |
Santiago, Leiliane Nogueira |
author_facet |
Santiago, Leiliane Nogueira |
author_role |
author |
dc.contributor.none.fl_str_mv |
Lima-Neto, Vicente de 00535398344 http://lattes.cnpq.br/7236640942719268 Ferreira, Elaine Cristina Forte 65074947391 http://lattes.cnpq.br/r/2420106463684154 Nobre, Kennedy Cabral 91362512320 http://lattes.cnpq.br/0432524466034133 Barbosa, José Roberto Alves 77943651472 http://lattes.cnpq.br/6863902903753881 |
dc.contributor.author.fl_str_mv |
Santiago, Leiliane Nogueira |
dc.subject.por.fl_str_mv |
Letramento crítico multimodal Tiras Ensino de Língua Portuguesa Multimodal critical literacy Comic strips Portuguese Language Teaching CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
topic |
Letramento crítico multimodal Tiras Ensino de Língua Portuguesa Multimodal critical literacy Comic strips Portuguese Language Teaching CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
There are several ways in which language can be and is used to maintain and cope with forms of power (Janks, 2016), it‘s necessary to pay special attention to what is read on a daily basis, taking into account not only the verbal code, but all features semiotics that make up the texts, since multimodality is an intrinsic condition of human communication (KRESS, 2010).Therefore, this research aims to analyze the Multimodal Critical Literacy of High School students from comic strips. Specifically, seeking to understand how students identify and understand ideologically naturalized discourses from the verb-images elements of the comic strips, and seeking to analyze how students deconstruct the asymmetrical power relations represented in them. Therefore, the discussions developed about the notion of criticality and critical literacy are supported by the theoretical postulations of Street (2014), Silva, M. Z. V. (2016), Janks (2012, 2016), Freire (1981, 1987,1989, 1996) and, above all., in the theoretical contribution of Critical Discourse Analysis from the perspective of Fairclough (1989, 2001 2003), Chouliaraki and Fairclough (1999) and Resende and Ramalho (2006). In reference of the concepts of multi-measures, multimodality and multimodal literacy, the theoretical framework of the New London Group (1996), Cope and Kalantzis (2015), Rojo (2012), Dionísio (2011, 2013, 2014), Jewitt (2008), Hodge and Kress (1988), Kress (2003, 2010), Kress and van Leeuwen (2006),van Leeuwen (2017) and Predebon (2015).In meeting the goals set, a predominantly qualitative research was conducted through an action research (RICHARDSON, 2017), whose group of participants was composed of eight students of the 3rd year of High School of a public school of the state school system Ceará teaching. The research data were constituted through the answers collected by the pretest / posttest and the critical redesign activity performed during the classroom intervention process, in which they were explored in the light of Visual Design Grammar (KRESS; VAN LEUWEEN, 2006) and Critical Discourse Analysis, Armandinho's comic strips collected from his Facebook page. According to the results, it was found that students mobilize and articulate knowledge concerning these two theoretical contributions mentioned above, which contributed to the identification, comprehension and deconstruction of the ideological discourses that cross the texts. In particular, an improvement in comprehension capacity of the semiotic resources that compose the images, which possibly triggered a more satisfactory performance in the other aspects analyzed. In short, the interrelationship of this knowledge, viewed from a critical the broader construction / deconstruction / reconstruction, according to Janks (2012), contributed to catch and even collaborate with the Multimodal Critical Literacy of the research subjects |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-09-30T02:49:42Z 2020-09-29 2020-09-30T02:49:42Z 2020-03-03 |
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.uri.fl_str_mv |
Santiago (2020) (SANTIAGO, 2020) https://repositorio.ufersa.edu.br/handle/prefix/5533 |
identifier_str_mv |
Santiago (2020) (SANTIAGO, 2020) |
url |
https://repositorio.ufersa.edu.br/handle/prefix/5533 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
SANTIAGO, Leiliane Nogueira. Letramento crítico multimodal no ensino de língua portuguesa a partir de tiras. 2020. 197 f. Dissertação (Mestrado em Posensino), Universidade Federal Rural do Semi-Árido, Mossoró, 2020 |
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CC-BY-SA info:eu-repo/semantics/openAccess |
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CC-BY-SA |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal Rural do Semi-Árido Brasil Centro de Ciências Sociais Aplicadas e Humanas - CCSAH UFERSA Programa de Pós-Graduação em Ensino |
publisher.none.fl_str_mv |
Universidade Federal Rural do Semi-Árido Brasil Centro de Ciências Sociais Aplicadas e Humanas - CCSAH UFERSA Programa de Pós-Graduação em Ensino |
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reponame:Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) instname:Universidade Federal Rural do Semi-Árido (UFERSA) instacron:UFERSA |
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Universidade Federal Rural do Semi-Árido (UFERSA) |
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UFERSA |
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Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) |
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Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) |
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Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) - Universidade Federal Rural do Semi-Árido (UFERSA) |
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repositorio@ufersa.edu.br |
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