A produção de um jornal on-line escolar na perspectiva do Letramento Crítico

• Autor(a) principal: Gislaine Sartório Andrade
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/3776
• topic: multimodalidade; práticas discursivas; letramento crítico.

The proposed study investigates how is the production process of an online newspaper fr om the perspective of critical literacy, in order to consider the inherent conceptions to multiliteracies, among them, the multimodality on the basis of theorists such as Cervett i, Pardales and Damico (2001), Cope and Kalantzis (2000, 2007, 2009), Jorão (2013, 2015, 2019), Kress and Van Leeuwen (1996, 2001, 2006), Kress (2010), Lankshear and Knobel (2006, 2008), Lemke (2010), Luke (2000, 2012, 2019), Monte Mór (2013 , 2017), Souza (2011a, 2011b), Street (2014), Takaki (2012, 2014), among others. For these authors, the cultural, linguistic and political transformations, resulting from globalization and variou s ways of resignifying knowledge, have impacted on the use of different languages, in whi ch texts and discourses are included. The digital specificities, which cover the new virtua l genres produced in the electronic means, such as weblog, email and chat, for example, can contemplate the multiplicity of forms of communication, used to construct meanings which are elaborated according to social, cultural, historical, political and ideological practi ces. In this context, we present the following research question: can the production of an onli ne newspaper provide the development of critical literacy in the teaching and learning proc ess? Thus, we have established as a general objective to analyze the process of preparation of the newspaper, the journal produced and the experiences of the students in producing online texts, from the perspective of critical literacy, considering the concerned approaches fr om the pedagogy of multiliteracies, the elements in the multimodal students’ productions of the 8th grade of elementary school, The referred analyse is in order to verify how these language practices can contribute to the learning of some skills in which various semio ses predominate, in addition to the process of constructing the discourses, considering the social, cultural, political, historical and ideological aspects, in order to revisit the concepti ons of language and text. To meet this purpose, our specific objectives aim to: (a) investigat e the development of critical literacy of students, in order to encourage them in practices o f analysis and (re)construction of meanings, to use language in their various means of expression; (b) analyze the process of producing meanings of semioses, in the compositio n of an online newspaper. We constitute as research corpus, journalistic compositions that predominate many discursive genres, shared on Wix, a platform for creating websites. In the development of the methodology, we established the qualitative approach with descriptive and interpretive design, in the modality of action research. The data collection was performed through the observation and records of production processes, using notes during activities, questionnaires applied to students and analysis of productions. The research allowed the finding that critical literacy can favor the development of strategies that provide the students' agency, in order to promote problematizations for the negotiation of meani ngs, considering the many means of construction of meanings. In regards to multiliteracies, t he results point to the favor of this practice to the use of technologies, have in mind the development of digital literacy, enhancing the use of multimodality in preparation of th e online newspaper. The data of this research may contribute to the academic field, in o rder to provoke the discussion about the use of online multimodal texts in the pedagogical prac tices of elementary school. Keywords: multimodality; discursive practices; critical literacy; multiliteracies.