Diário de classe : desenhos de uma usuária de redes sociais sobre a escola
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/339 |
Resumo: | The aim of this thesis is to investigate through the community "Diary of Class" on the Facebook website, how a contemporary student and user of social networks has built in her discourse about current school. The main theoretical underpinning for the research is provided by Sibilia (2012), Tapscott (2010), Jesus (2007), Castells (1999), Castells & Cardoso (2005), Fairclough (2001), Scherrer-Warren (2011), Recuero (2009), Santaella & Lemos (2010), Santaella (2010), Rosa & Santos (2013), Hall (1997), Hall & Woodward (2000), Foucault (1987, 1998, 2012), Bourdieu (1989), Bourdieu & Passeron, (2009), Rojo (2009, 2012), Lanshear & Knobel (2006), Cope & Kalantzis (2000), Monte Mór (2013), Coffey (2010) and Maciel (2013) among others. The research questions are the following: 1) How does the student of the community "Diary of Class" build her discourse concerning about contemporary school? 2) How does the school react about the discourse of the student? 3) What is the meaning given to digital technologies for this student? The research methodology is based on interpretative approach (Flick, 2009; Bortoni-Ricardo, 2008). The results suggest that the student has had a contradictory discourse in some points, there were evidences of keeping a school with truth and discipline ideals. The teacher is the main actor in the teaching/learning process in a formal literacies perspective, and the changes requested reproduced hegemonic discourse. Even though the student has had some similar discourses to school, it has understood that the action of the student has been an affront to the school rules and it reacted against the discourse of the student. At the end, signals come up, in the student discourse, that digital technologies have an important bearing in her life because, by means of them, she could learn things that the school does not teach for her. Therefore, we conclude that there is still a lot to be discussed about school discourse for the construction of more meaningful drawings concerning the current education, giving place to more distributed power between school members, towards the increase in value of the multiple literacies, multiliteracies and critical literacies. |
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Diário de classe : desenhos de uma usuária de redes sociais sobre a escolaEscolaDiscursosRedes sociaisCNPQ::LINGUISTICA, LETRAS E ARTESSchoolDiscoursesSocial networksThe aim of this thesis is to investigate through the community "Diary of Class" on the Facebook website, how a contemporary student and user of social networks has built in her discourse about current school. The main theoretical underpinning for the research is provided by Sibilia (2012), Tapscott (2010), Jesus (2007), Castells (1999), Castells & Cardoso (2005), Fairclough (2001), Scherrer-Warren (2011), Recuero (2009), Santaella & Lemos (2010), Santaella (2010), Rosa & Santos (2013), Hall (1997), Hall & Woodward (2000), Foucault (1987, 1998, 2012), Bourdieu (1989), Bourdieu & Passeron, (2009), Rojo (2009, 2012), Lanshear & Knobel (2006), Cope & Kalantzis (2000), Monte Mór (2013), Coffey (2010) and Maciel (2013) among others. The research questions are the following: 1) How does the student of the community "Diary of Class" build her discourse concerning about contemporary school? 2) How does the school react about the discourse of the student? 3) What is the meaning given to digital technologies for this student? The research methodology is based on interpretative approach (Flick, 2009; Bortoni-Ricardo, 2008). The results suggest that the student has had a contradictory discourse in some points, there were evidences of keeping a school with truth and discipline ideals. The teacher is the main actor in the teaching/learning process in a formal literacies perspective, and the changes requested reproduced hegemonic discourse. Even though the student has had some similar discourses to school, it has understood that the action of the student has been an affront to the school rules and it reacted against the discourse of the student. At the end, signals come up, in the student discourse, that digital technologies have an important bearing in her life because, by means of them, she could learn things that the school does not teach for her. Therefore, we conclude that there is still a lot to be discussed about school discourse for the construction of more meaningful drawings concerning the current education, giving place to more distributed power between school members, towards the increase in value of the multiple literacies, multiliteracies and critical literacies.O objetivo desta dissertação é investigar por meio da comunidade “Diário de Classe”, existente no site Facebook, como uma aluna da contemporaneidade e usuária de redes sociais constrói, em seus discursos, a escola atual. O trabalho encontrou suporte teórico em Sibilia (2012), Tapscott (2010), Jesus (2007), Castells (1999), Castells & Cardoso (2005), Fairclough (2001), Scherrer-Warren (2011), Recuero (2009), Santaella & Lemos (2010), Santaella (2010), Rosa & Santos (2013), Hall (1997), Hall & Woodward (2000), Foucault (1987; 1998; 2012), Bourdieu (1989), Bourdieu & Passeron (2009), Rojo (2009, 2012), Lanshear & Knobel (2006), Cope & Kalantzis (2000), Monte Mór (2013), Coffey (2010) e Maciel (2013), entre outros. Estas as perguntas que nortearam a pesquisa: 1) De que forma a aluna da comunidade “Diário de Classe” constrói seus discursos à volta da escola contemporânea? 2) Como a escola reage aos discursos proferidos pela discente? 3) Qual é o sentido conferido às tecnologias digitais por esta discente? A metodologia de pesquisa é de base interpretativista nas perspectivas de Flick (2009) e Bortoni-Ricardo (2008). Os resultados sugerem que o discurso da discente mostrou-se contraditório em alguns pontos porque, na maioria dos dados, houve indícios de desejar uma escola com ideais de verdade e punição. O professor é o ator principal do processo de ensino-aprendizagem em privilégio aos letramentos formais, e as mudanças solicitadas reproduziam os discursos hegemônicos. Apesar de a aluna ter alguns discursos semelhantes aos da escola, esta entendeu que a ação da discente foi uma afronta as normas escolares e reagiu contra o discurso da estudante. Ao final surgem sinais, nos discursos da aluna de que as tecnologias digitais exercem relevância em sua vida porque, por meio delas, ela pode aprender coisas que a escola não a ensina. Portanto, concluímos que ainda há muito que discutir sobre os discursos escolares para construção de desenhos mais significativos para a educação do presente, dando espaço a poderes mais distribuídos entre os sujeitos escolares, rumo a que se valorizem os letramentos múltiplos, multiletramentos e letramentos críticos.Universidade Federal de Mato GrossoBrasilInstituto de Linguagens (IL)UFMT CUC - CuiabáPrograma de Pós-Graduação em Estudos de LinguagemJesus, Danie Marcelo dehttp://lattes.cnpq.br/5826176151112581Jesus, Danie Marcelo de545.376.571-20http://lattes.cnpq.br/5826176151112581Souza, Veralúcia Guimaraes de362.108.031-72http://lattes.cnpq.br/8258543105420805545.376.571-20Barros, Adriana Lúcia de Escobar Chaves de972.762.437-53http://lattes.cnpq.br/0201552127514276Moreira-Leite, Joana Rodrigues2017-06-07T13:42:04Z2014-09-032017-06-07T13:42:04Z2014-09-02info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMOREIRA-LEITE, Joana Rodrigues. Diário de classe: desenhos de uma usuária de redes sociais sobre a escola. 2014. 151 f. Dissertação (Mestrado em Estudos de Linguagem) - Universidade Federal de Mato Grosso, Instituto de Linguagens, Cuiabá, 2014.http://ri.ufmt.br/handle/1/339porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2017-06-10T07:01:06Zoai:localhost:1/339Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2017-06-10T07:01:06Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Diário de classe : desenhos de uma usuária de redes sociais sobre a escola |
title |
Diário de classe : desenhos de uma usuária de redes sociais sobre a escola |
spellingShingle |
Diário de classe : desenhos de uma usuária de redes sociais sobre a escola Moreira-Leite, Joana Rodrigues Escola Discursos Redes sociais CNPQ::LINGUISTICA, LETRAS E ARTES School Discourses Social networks |
title_short |
Diário de classe : desenhos de uma usuária de redes sociais sobre a escola |
title_full |
Diário de classe : desenhos de uma usuária de redes sociais sobre a escola |
title_fullStr |
Diário de classe : desenhos de uma usuária de redes sociais sobre a escola |
title_full_unstemmed |
Diário de classe : desenhos de uma usuária de redes sociais sobre a escola |
title_sort |
Diário de classe : desenhos de uma usuária de redes sociais sobre a escola |
author |
Moreira-Leite, Joana Rodrigues |
author_facet |
Moreira-Leite, Joana Rodrigues |
author_role |
author |
dc.contributor.none.fl_str_mv |
Jesus, Danie Marcelo de http://lattes.cnpq.br/5826176151112581 Jesus, Danie Marcelo de 545.376.571-20 http://lattes.cnpq.br/5826176151112581 Souza, Veralúcia Guimaraes de 362.108.031-72 http://lattes.cnpq.br/8258543105420805 545.376.571-20 Barros, Adriana Lúcia de Escobar Chaves de 972.762.437-53 http://lattes.cnpq.br/0201552127514276 |
dc.contributor.author.fl_str_mv |
Moreira-Leite, Joana Rodrigues |
dc.subject.por.fl_str_mv |
Escola Discursos Redes sociais CNPQ::LINGUISTICA, LETRAS E ARTES School Discourses Social networks |
topic |
Escola Discursos Redes sociais CNPQ::LINGUISTICA, LETRAS E ARTES School Discourses Social networks |
description |
The aim of this thesis is to investigate through the community "Diary of Class" on the Facebook website, how a contemporary student and user of social networks has built in her discourse about current school. The main theoretical underpinning for the research is provided by Sibilia (2012), Tapscott (2010), Jesus (2007), Castells (1999), Castells & Cardoso (2005), Fairclough (2001), Scherrer-Warren (2011), Recuero (2009), Santaella & Lemos (2010), Santaella (2010), Rosa & Santos (2013), Hall (1997), Hall & Woodward (2000), Foucault (1987, 1998, 2012), Bourdieu (1989), Bourdieu & Passeron, (2009), Rojo (2009, 2012), Lanshear & Knobel (2006), Cope & Kalantzis (2000), Monte Mór (2013), Coffey (2010) and Maciel (2013) among others. The research questions are the following: 1) How does the student of the community "Diary of Class" build her discourse concerning about contemporary school? 2) How does the school react about the discourse of the student? 3) What is the meaning given to digital technologies for this student? The research methodology is based on interpretative approach (Flick, 2009; Bortoni-Ricardo, 2008). The results suggest that the student has had a contradictory discourse in some points, there were evidences of keeping a school with truth and discipline ideals. The teacher is the main actor in the teaching/learning process in a formal literacies perspective, and the changes requested reproduced hegemonic discourse. Even though the student has had some similar discourses to school, it has understood that the action of the student has been an affront to the school rules and it reacted against the discourse of the student. At the end, signals come up, in the student discourse, that digital technologies have an important bearing in her life because, by means of them, she could learn things that the school does not teach for her. Therefore, we conclude that there is still a lot to be discussed about school discourse for the construction of more meaningful drawings concerning the current education, giving place to more distributed power between school members, towards the increase in value of the multiple literacies, multiliteracies and critical literacies. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-09-03 2014-09-02 2017-06-07T13:42:04Z 2017-06-07T13:42:04Z |
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 |
MOREIRA-LEITE, Joana Rodrigues. Diário de classe: desenhos de uma usuária de redes sociais sobre a escola. 2014. 151 f. Dissertação (Mestrado em Estudos de Linguagem) - Universidade Federal de Mato Grosso, Instituto de Linguagens, Cuiabá, 2014. http://ri.ufmt.br/handle/1/339 |
identifier_str_mv |
MOREIRA-LEITE, Joana Rodrigues. Diário de classe: desenhos de uma usuária de redes sociais sobre a escola. 2014. 151 f. Dissertação (Mestrado em Estudos de Linguagem) - Universidade Federal de Mato Grosso, Instituto de Linguagens, Cuiabá, 2014. |
url |
http://ri.ufmt.br/handle/1/339 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Linguagens (IL) UFMT CUC - Cuiabá Programa de Pós-Graduação em Estudos de Linguagem |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Linguagens (IL) UFMT CUC - Cuiabá Programa de Pós-Graduação em Estudos de Linguagem |
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reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
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Universidade Federal de Mato Grosso (UFMT) |
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UFMT |
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UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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