A formação cidadã em tempos pós-modernos : contribuições de uma sequência didática de escrita colaborativa do hiperconto a partir da visão crítica da teoria dos (multi)letramentos

• Autor(a) principal: Costa, Geilson Silva
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/10356
• topic: Hypertale; Identity; Multiliteracies; Citizen training; Hiperconto; Multiletramentos; Formação cidadã; Linguística; Identidade; Cidadania; Sistemas hipertexto; Letramento; 80

The narrative of the capitalist system and the alienation of the social problems diffused by the media in postmodernity have contributed to non-critical thinking and, consequently, to conformism by reducing the space for dialogue. In addition, new texts and ways of producing senses have proliferated with the advancement of new technologies and, thus, are becoming a challenge for the school. We understand education as a mechanism of resistance to massification and we believe that language, as a first form of interaction, can make possible critical reflection and amelioration of conflicts, but for this, teaching would need to be closer to the reality of the student. The present work aims to investigate the teaching of text in real situations of the social context and verify their contributions for the writing aspect, as well for the creation of a debate environment for the exercise of citizenship. As a theoretical foundation, we approach the effects of globalization and the identity of the postmodern subject, under the guise of Bauman (2005), Giddens (1991) and Hall (2006); the school as a critical and democratic space, with Perrenoud (2005), Giroux (1997) and Bittar (2008); (2008), Gomes (2011), Lévy (1993; 1996), Santaella (2004), Marcuschi (2001), Leffa and Castro (2008) and Silva (2016) and proposed the creation of a didactic sequence for the teaching of hypercontos from the model of Dolz, Noverraz and Schneuwly (2004), incorporated into the collaborative form proposed by Pinheiro (2011) and Behrens (2000), allies to the critical-ideological principles of (multi) literacy, according to Matten (2012), Kleiman (1995, 2007), Street (2003, 2012, 2014), Janks (2016), Kalantzis and Cope (2000). The methodology used, action-research, was applied in a third year high school class, from a school that we chose to remain anonymous, through the development of a collaborative didactic sequence that allowed the students to discuss the theme "intolerance in the classroom, "to produce the hyperconcept and bring it to the appreciation of the community; in and out of school. The data were collected from the oral texts produced by the students during the debate, from the questionnaires of analysis of images and videos about the speeches of the media, the evaluation of the project and the written textual productions, resulting from collaborative writing. We hope that this teaching perspective can provide, in addition to the learning of the written genre, the opportunity for the student to experience the (multi) literacy practice, the possibility of working collaboratively and making room for critical citizen education, focused on respect the differences.