Educação linguística crítica, tecnologias digitais da informação e comunicação e multiletramentos: perspectivas do Sul global
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/12625 |
Resumo: | The contemporary world, impacted by Digital Information and Communication Technologies (DICT) and by the globalization process, causes changes in relation to reading and writing practices and to new forms of communication, interaction and construction of knowledge, which demands from the school an urgent adaptation to new learning possibilities based on increasingly dynamicand diversified skills. In this way, language teaching should not focus on a purely linguistic perspective, as our discursive practices are not neutral, they involve ideological and political choices, marked by power relations, which interfere in different ways in the social world. Given this context, the present study has the general objective of investigating the challenges and possibilities of using DICT, from the perspective of multiliteracies, for a critical education in English. Furthermore, it was intended to discuss the concepts of language based on Bakhtinian works, discuss the contributions of critical perspectives to language teaching and establish relationships between technology and education. This dissertation, entitled Critical Linguistic Education, Digital Information and Communication Technologies and Multiliteracies: perspectives from the Global South, was developed during the Stricto Sensu Professional Master's Degree of the Programa de Pós-Graduação do Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE) of the Universidade Federal de Goiás (UFG). The research was carried out with an English language teacher and a 9th grade class from a public school in Aparecida de Goiânia - Goiás. It is a case study based on an action research, that is, a type of research that seeks to better understand a given social situation and reflect on actions in search of changes in reality. For the collection of empirical material, it was carried out participant observation, application of questionnaires and construction of a logbook. In addition to these instruments, composes the corpus for analysis a sequence of activities and productions by the students/participants. The educational product of this study consists of a workshop entitled Digital Technologies of Information and Communication: a proposal for experimentation of being and doing critics, which was proposed to English language teachers interested in the relationship between language, education and technology. The research results point to the fact that new technologies can contribute both to the reinforcement of diversified practices and social participation, as well as to the maintenance of inequalities and social marginalization. There are many challenges for DICT to be used as a fundamental tool for social inclusion, since the mere presence of technology at school does not guarantee an improvement in the quality of teaching, nor does it allow new formative horizons and resignifications. I believe that the relevance of this work lies in the fact that it addresses emerging issues in society, enlivening the idea that the language classroom can be a space both for the reproduction of inequalities and for social transformation. It is expected that this work, albeit timidly, promotes questions and enables new formative horizons and resignifications in relation to the ways of living and being in the world. |
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Cruvinel, Roberta Carvalholattes.cnpq.br/3053531163464109Cruvinel, Roberta CarvalhoFreitas, Carla Conti deMizan, Souzannalattes.cnpq.br/5478774102479324Silveira, Dayane Rita da2023-02-13T12:59:37Z2023-02-13T12:59:37Z2022-12-14SILVEIRA, D. R. Educação linguística crítica, tecnologias digitais da informação e comunicação e multiletramentos: perspectivas do Sul global. 2023. 170 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2022.http://repositorio.bc.ufg.br/tede/handle/tede/12625The contemporary world, impacted by Digital Information and Communication Technologies (DICT) and by the globalization process, causes changes in relation to reading and writing practices and to new forms of communication, interaction and construction of knowledge, which demands from the school an urgent adaptation to new learning possibilities based on increasingly dynamicand diversified skills. In this way, language teaching should not focus on a purely linguistic perspective, as our discursive practices are not neutral, they involve ideological and political choices, marked by power relations, which interfere in different ways in the social world. Given this context, the present study has the general objective of investigating the challenges and possibilities of using DICT, from the perspective of multiliteracies, for a critical education in English. Furthermore, it was intended to discuss the concepts of language based on Bakhtinian works, discuss the contributions of critical perspectives to language teaching and establish relationships between technology and education. This dissertation, entitled Critical Linguistic Education, Digital Information and Communication Technologies and Multiliteracies: perspectives from the Global South, was developed during the Stricto Sensu Professional Master's Degree of the Programa de Pós-Graduação do Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE) of the Universidade Federal de Goiás (UFG). The research was carried out with an English language teacher and a 9th grade class from a public school in Aparecida de Goiânia - Goiás. It is a case study based on an action research, that is, a type of research that seeks to better understand a given social situation and reflect on actions in search of changes in reality. For the collection of empirical material, it was carried out participant observation, application of questionnaires and construction of a logbook. In addition to these instruments, composes the corpus for analysis a sequence of activities and productions by the students/participants. The educational product of this study consists of a workshop entitled Digital Technologies of Information and Communication: a proposal for experimentation of being and doing critics, which was proposed to English language teachers interested in the relationship between language, education and technology. The research results point to the fact that new technologies can contribute both to the reinforcement of diversified practices and social participation, as well as to the maintenance of inequalities and social marginalization. There are many challenges for DICT to be used as a fundamental tool for social inclusion, since the mere presence of technology at school does not guarantee an improvement in the quality of teaching, nor does it allow new formative horizons and resignifications. I believe that the relevance of this work lies in the fact that it addresses emerging issues in society, enlivening the idea that the language classroom can be a space both for the reproduction of inequalities and for social transformation. It is expected that this work, albeit timidly, promotes questions and enables new formative horizons and resignifications in relation to the ways of living and being in the world.O mundo contemporâneo, impactado pelas Tecnologias Digitais da Informação e Comunicação (TDICs) e pelo processo de globalização, provoca mudanças em relação às práticas de leitura, escrita e às novas formas de comunicação, interação e construção do conhecimento, o que demanda da escola uma urgente adequação às novas possibilidades de aprendizagem pautadas em habilidades cada vez mais dinâmicas e diversificadas. Dessa forma, o ensino de uma língua não deve ter como foco uma perspectiva puramente linguística, pois nossas práticas discursivas não são neutras, elas envolvem escolhas ideológicas e políticas, marcadas por relações de poder, que interferem de formas variadas no mundo social. Diante deste contexto, o presente estudo tem como objetivo geral investigar os desafios e as possibilidades de uso das TDICs, na perspectiva dos multiletramentos, para uma educação crítica em língua inglesa (LI). Ademais, buscou-se discutir os conceitos de língua/linguagem com base nas contribuições bakhtinianas, discutir sobre as contribuições de perspectivas críticas para o ensino de línguas e estabelecer relações entre tecnologia e educação. Esta dissertação, intitulada Educação Linguística Crítica, Tecnologias Digitais de Informação e Comunicação e Multiletramentos: perspectivas do Sul Global, foi desenvolvida durante o Mestrado Profissional Stricto Sensu do Programa de Pós-Graduação do Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE) da Universidade Federal de Goiás (UFG). A pesquisa foi realizada com um professor de língua inglesa e uma turma de 9º ano de uma escola pública, no município de Aparecida de Goiânia - Goiás. Configura-se uma pesquisa-ação, ou seja, um tipo de pesquisa que busca conhecer melhor uma dada situação social e refletir sobre encaminhamentos de ações em busca de transformações da realidade. Para coleta do material empírico foram realizadas observação participante, aplicação de questionários e construção de um diário de bordo. Além desses instrumentos, compõem o corpus para análise uma sequência de atividades e produções das/os alunas/os participantes. O produto educacional deste estudo consiste em uma oficina intitulada Tecnologias Digitais da Informação e Comunicação: uma proposta de experimentação do ser e fazer críticos, que foi proposta tendo como público-alvo professoras/es de língua inglesa interessadas/os na relação entre linguagem, educação e tecnologia. Os resultados da pesquisa apontam para o fato de que as novas tecnologias podem contribuir tanto para o reforço de práticas diversificadas e de participação social, quanto para a manutenção das desigualdades e da marginalização social. Muitos são os desafios encontrados para que as TDICs sejam utilizadas como ferramenta fundamental para a inserção social, visto que, a simples presença da tecnologia na escola não garante melhoria na qualidade de ensino e tampouco possibilita novos horizontes formativos e ressignificações. Acredito que a relevância deste trabalho resida no fato de abordar questões emergentes na sociedade, avivando a ideia de que a sala de aula de línguas pode ser um espaço tanto para reprodução de desigualdades quanto para transformação social. Espera-se que este trabalho, ainda que timidamente, promova questionamentos e possibilite novos horizontes formativos e ressignificações com relação aos modos de ser e estar no mundoSubmitted by Dayane Basílio (dayanebasilio@ufg.br) on 2023-02-10T14:26:59Z No. of bitstreams: 2 Dissertação - Dayane Rita da Silveira - 2023.pdf: 3722600 bytes, checksum: 090621a5ae2f6097d744b8799c84c6f7 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2023-02-13T12:59:37Z (GMT) No. of bitstreams: 2 Dissertação - Dayane Rita da Silveira - 2023.pdf: 3722600 bytes, checksum: 090621a5ae2f6097d744b8799c84c6f7 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Made available in DSpace on 2023-02-13T12:59:37Z (GMT). No. of bitstreams: 2 Dissertação - Dayane Rita da Silveira - 2023.pdf: 3722600 bytes, checksum: 090621a5ae2f6097d744b8799c84c6f7 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Previous issue date: 2022-12-14porUniversidade Federal de GoiásPrograma de Pós-graduação em Ensino na Educação Básica (CEPAE)UFGBrasilCentro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RMG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessLíngua inglesaEducação linguística críticaTecnologias digitais de informação e comunicaçãoMultiletramentosEnglish languageCritical language eeudcationDigital information and comunication technologiesMultiliteraciesCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::AVALIACAO DA APRENDIZAGEMEducação linguística crítica, tecnologias digitais da informação e comunicação e multiletramentos: perspectivas do Sul globalCritical language education, digital information and communication technologies and multiliteracies: global South perspectivesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis545005005001485reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/a59e24fa-263e-45bc-8d78-3626ed62f5a8/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/0f426f8e-9ebf-4a6b-be42-a358c9c759f8/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALDissertação - Dayane Rita da Silveira - 2023.pdfDissertação - Dayane Rita da Silveira - 2023.pdfapplication/pdf3722600http://repositorio.bc.ufg.br/tede/bitstreams/0c06eaa9-64b0-4d4f-a3da-c8f82e69271a/download090621a5ae2f6097d744b8799c84c6f7MD53tede/126252023-02-13 09:59:37.968http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/12625http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2023-02-13T12:59:37Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
Educação linguística crítica, tecnologias digitais da informação e comunicação e multiletramentos: perspectivas do Sul global |
dc.title.alternative.eng.fl_str_mv |
Critical language education, digital information and communication technologies and multiliteracies: global South perspectives |
title |
Educação linguística crítica, tecnologias digitais da informação e comunicação e multiletramentos: perspectivas do Sul global |
spellingShingle |
Educação linguística crítica, tecnologias digitais da informação e comunicação e multiletramentos: perspectivas do Sul global Silveira, Dayane Rita da Língua inglesa Educação linguística crítica Tecnologias digitais de informação e comunicação Multiletramentos English language Critical language eeudcation Digital information and comunication technologies Multiliteracies CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::AVALIACAO DA APRENDIZAGEM |
title_short |
Educação linguística crítica, tecnologias digitais da informação e comunicação e multiletramentos: perspectivas do Sul global |
title_full |
Educação linguística crítica, tecnologias digitais da informação e comunicação e multiletramentos: perspectivas do Sul global |
title_fullStr |
Educação linguística crítica, tecnologias digitais da informação e comunicação e multiletramentos: perspectivas do Sul global |
title_full_unstemmed |
Educação linguística crítica, tecnologias digitais da informação e comunicação e multiletramentos: perspectivas do Sul global |
title_sort |
Educação linguística crítica, tecnologias digitais da informação e comunicação e multiletramentos: perspectivas do Sul global |
author |
Silveira, Dayane Rita da |
author_facet |
Silveira, Dayane Rita da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cruvinel, Roberta Carvalho |
dc.contributor.advisor1Lattes.fl_str_mv |
lattes.cnpq.br/3053531163464109 |
dc.contributor.referee1.fl_str_mv |
Cruvinel, Roberta Carvalho |
dc.contributor.referee2.fl_str_mv |
Freitas, Carla Conti de |
dc.contributor.referee3.fl_str_mv |
Mizan, Souzanna |
dc.contributor.authorLattes.fl_str_mv |
lattes.cnpq.br/5478774102479324 |
dc.contributor.author.fl_str_mv |
Silveira, Dayane Rita da |
contributor_str_mv |
Cruvinel, Roberta Carvalho Cruvinel, Roberta Carvalho Freitas, Carla Conti de Mizan, Souzanna |
dc.subject.por.fl_str_mv |
Língua inglesa Educação linguística crítica Tecnologias digitais de informação e comunicação Multiletramentos |
topic |
Língua inglesa Educação linguística crítica Tecnologias digitais de informação e comunicação Multiletramentos English language Critical language eeudcation Digital information and comunication technologies Multiliteracies CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::AVALIACAO DA APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
English language Critical language eeudcation Digital information and comunication technologies Multiliteracies |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::AVALIACAO DA APRENDIZAGEM |
description |
The contemporary world, impacted by Digital Information and Communication Technologies (DICT) and by the globalization process, causes changes in relation to reading and writing practices and to new forms of communication, interaction and construction of knowledge, which demands from the school an urgent adaptation to new learning possibilities based on increasingly dynamicand diversified skills. In this way, language teaching should not focus on a purely linguistic perspective, as our discursive practices are not neutral, they involve ideological and political choices, marked by power relations, which interfere in different ways in the social world. Given this context, the present study has the general objective of investigating the challenges and possibilities of using DICT, from the perspective of multiliteracies, for a critical education in English. Furthermore, it was intended to discuss the concepts of language based on Bakhtinian works, discuss the contributions of critical perspectives to language teaching and establish relationships between technology and education. This dissertation, entitled Critical Linguistic Education, Digital Information and Communication Technologies and Multiliteracies: perspectives from the Global South, was developed during the Stricto Sensu Professional Master's Degree of the Programa de Pós-Graduação do Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE) of the Universidade Federal de Goiás (UFG). The research was carried out with an English language teacher and a 9th grade class from a public school in Aparecida de Goiânia - Goiás. It is a case study based on an action research, that is, a type of research that seeks to better understand a given social situation and reflect on actions in search of changes in reality. For the collection of empirical material, it was carried out participant observation, application of questionnaires and construction of a logbook. In addition to these instruments, composes the corpus for analysis a sequence of activities and productions by the students/participants. The educational product of this study consists of a workshop entitled Digital Technologies of Information and Communication: a proposal for experimentation of being and doing critics, which was proposed to English language teachers interested in the relationship between language, education and technology. The research results point to the fact that new technologies can contribute both to the reinforcement of diversified practices and social participation, as well as to the maintenance of inequalities and social marginalization. There are many challenges for DICT to be used as a fundamental tool for social inclusion, since the mere presence of technology at school does not guarantee an improvement in the quality of teaching, nor does it allow new formative horizons and resignifications. I believe that the relevance of this work lies in the fact that it addresses emerging issues in society, enlivening the idea that the language classroom can be a space both for the reproduction of inequalities and for social transformation. It is expected that this work, albeit timidly, promotes questions and enables new formative horizons and resignifications in relation to the ways of living and being in the world. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-12-14 |
dc.date.accessioned.fl_str_mv |
2023-02-13T12:59:37Z |
dc.date.available.fl_str_mv |
2023-02-13T12:59:37Z |
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 |
SILVEIRA, D. R. Educação linguística crítica, tecnologias digitais da informação e comunicação e multiletramentos: perspectivas do Sul global. 2023. 170 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2022. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/12625 |
identifier_str_mv |
SILVEIRA, D. R. Educação linguística crítica, tecnologias digitais da informação e comunicação e multiletramentos: perspectivas do Sul global. 2023. 170 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2022. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/12625 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
54 |
dc.relation.confidence.fl_str_mv |
500 500 500 |
dc.relation.department.fl_str_mv |
1 |
dc.relation.cnpq.fl_str_mv |
485 |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RMG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Repositório Institucional da UFG |
collection |
Repositório Institucional da UFG |
bitstream.url.fl_str_mv |
http://repositorio.bc.ufg.br/tede/bitstreams/a59e24fa-263e-45bc-8d78-3626ed62f5a8/download http://repositorio.bc.ufg.br/tede/bitstreams/0f426f8e-9ebf-4a6b-be42-a358c9c759f8/download http://repositorio.bc.ufg.br/tede/bitstreams/0c06eaa9-64b0-4d4f-a3da-c8f82e69271a/download |
bitstream.checksum.fl_str_mv |
8a4605be74aa9ea9d79846c1fba20a33 4460e5956bc1d1639be9ae6146a50347 090621a5ae2f6097d744b8799c84c6f7 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
_version_ |
1798044429019250688 |