Os processos de reflexão e de retextualização na contação de histórias infantis em ambiente digital
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/21608 |
Resumo: | The aim of this research is to analyze and understand the linguistic reflective processes developed by children during the activity of telling and retelling of children's stories, through the support of technological devices for recording and reproducing video. In this action, we seek to provide children with the conditions for them to access their oral texts in order to use these as the basis for the development of planning and organization strategies for the discursive genre. With this action, we intend to broaden children's perception of their linguistic-discursive competence by offering them the observation of their oral performance in a complete way (language, situational context, body behavior, among others) and to examine how this self-perception can contribute to the practice of public oral textual genres. Along this path, we took as a theoretical reference the works of Vygotsky (1991, 2001, 2004, 2008, 2018) and Volóchinov (2017) in the field of psychology and philosophy of language; the works of Dolz and Schnewly (2004), Marcuschi (2010), Rojo (2006, 2015) and Bakhtin (2011) for addressing discursive/textual genres; François (1996, 2006, 2009), Perroni (1992), Brandão (2015) as guiding issues in children's narrative; the works of Steinberg (1988), Kendon (1982, 2000, 2011) and McNeil (2000) in the analysis of multisystemic aspects of speech; and in Santaella (2004, 2007, 2013), Lévy (1999), Frade and Glória (2015) and Rojo (2013, 2015) the theoretical framework that deals with the contexts of technological mediation and multiliteracies. Our research was methodologically organized in two meetings with two children (7-year-old students of the second year of elementary school, one female and the other male) in stages structured as follows: at first, the child watches a children's story available on YouTube; in a second moment, the child tells this story again to the researcher (this moment was recorded); in the third moment, the child watches the video of his/her telling, is invited to reflect on it and, together with the researcher's considerations, establishes adjustments and modifications to be incorporated in the second telling; in the fourth moment, a final version of the story is presented, in which we observe the incorporation or not of the guidelines given. In this process, we encourage the children to observe the completeness of their performance, being attentive to all verbal and non-verbal linguistic manifestations (gestures, posture, kinesics) that are constitutive of public oral genres. The results found in this process of retextualization from oral to oral indicate a tendency for children to prioritize their bodily behavior (gestures, body swings) and emotional aspects (nervousness, shame) during storytelling, but also a well-oriented internalization of discursive issues discussed with the researcher, resulting in a more planned later oral textual production. |
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Os processos de reflexão e de retextualização na contação de histórias infantis em ambiente digitalOralidadeRetextualizaçãoMultissistemas da falaNarrativas infantisMediação tecnológicaOralityRetextualizationSpeech multy-sistemChildren ́s narrativesTechnological mediationCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICAThe aim of this research is to analyze and understand the linguistic reflective processes developed by children during the activity of telling and retelling of children's stories, through the support of technological devices for recording and reproducing video. In this action, we seek to provide children with the conditions for them to access their oral texts in order to use these as the basis for the development of planning and organization strategies for the discursive genre. With this action, we intend to broaden children's perception of their linguistic-discursive competence by offering them the observation of their oral performance in a complete way (language, situational context, body behavior, among others) and to examine how this self-perception can contribute to the practice of public oral textual genres. Along this path, we took as a theoretical reference the works of Vygotsky (1991, 2001, 2004, 2008, 2018) and Volóchinov (2017) in the field of psychology and philosophy of language; the works of Dolz and Schnewly (2004), Marcuschi (2010), Rojo (2006, 2015) and Bakhtin (2011) for addressing discursive/textual genres; François (1996, 2006, 2009), Perroni (1992), Brandão (2015) as guiding issues in children's narrative; the works of Steinberg (1988), Kendon (1982, 2000, 2011) and McNeil (2000) in the analysis of multisystemic aspects of speech; and in Santaella (2004, 2007, 2013), Lévy (1999), Frade and Glória (2015) and Rojo (2013, 2015) the theoretical framework that deals with the contexts of technological mediation and multiliteracies. Our research was methodologically organized in two meetings with two children (7-year-old students of the second year of elementary school, one female and the other male) in stages structured as follows: at first, the child watches a children's story available on YouTube; in a second moment, the child tells this story again to the researcher (this moment was recorded); in the third moment, the child watches the video of his/her telling, is invited to reflect on it and, together with the researcher's considerations, establishes adjustments and modifications to be incorporated in the second telling; in the fourth moment, a final version of the story is presented, in which we observe the incorporation or not of the guidelines given. In this process, we encourage the children to observe the completeness of their performance, being attentive to all verbal and non-verbal linguistic manifestations (gestures, posture, kinesics) that are constitutive of public oral genres. The results found in this process of retextualization from oral to oral indicate a tendency for children to prioritize their bodily behavior (gestures, body swings) and emotional aspects (nervousness, shame) during storytelling, but also a well-oriented internalization of discursive issues discussed with the researcher, resulting in a more planned later oral textual production.Pró-Reitoria de Pós-graduação da UFPB (PRPG/UFPB)O objetivo desta pesquisa é analisar e compreender os processos de reflexão linguísticos desenvolvidos pelas crianças durante atividade de contação e recontação de histórias infantis, mediante o suporte de dispositivos tecnológicos de gravação e reprodução de vídeo. Nessa ação, procuramos disponibilizar às crianças as condições para que elas acessem posteriormente seus textos orais e que esses sirvam de ancoragem para o desenvolvimento de estratégias de planejamento e organização do gênero discursivo. Pretendemos, com esta ação, ampliar a percepção das crianças sobre sua competência linguístico-discursiva oferecendo-lhes a observação de seu desempenho oral de forma abrangente (língua, contexto situacional, comportamento corporal, dentre outros) e verificar como essa percepção de si pode contribuir para a prática dos gêneros textuais orais públicos. Nesse percurso, tomamos como referencial teórico os trabalhos de Vygotsky (1991, 2001, 2004, 2008, 2018) e Volóchinov (2017) no âmbito da psicologia e filosofia da linguagem; os trabalhos de Dolz e Schnewly (2004), Marcuschi (2010), Rojo (2006, 2015) e Bakhtin (2011) para a abordagem dos gêneros discursivos/textuais; François (1996, 2006, 2009), Perroni (1992), Brandão (2015) como norteadores nas questões da narrativa infantil; os trabalhos de Steinberg (1988), Kendon (1982, 2000, 2011) e McNeil (2000) na análise dos aspectos multissistêmicos da fala; e em Santaella (2004, 2007, 2013), Lévy (1999), Frade e Glória (2015) e Rojo (2013, 2015) o referencial teórico que trata dos contextos de mediação tecnológica e dos multiletramentos. Nossa pesquisa foi organizada metodologicamente em dois encontros com duas crianças (7 anos, estudantes do segundo ano do ensino fundamental, uma do sexo feminino e outra do sexo masculino) em etapas assim estruturadas: num primeiro momento, a criança visualiza uma história infantil disponibilizada no YouTube; num segundo momento, a criança conta novamente essa história para a pesquisadora (momento gravado); no terceiro momento, a criança vê o vídeo de sua contação, é convidada a refletir sobre ele e, juntamente com as considerações da pesquisadora, estabelece ajustes e modificações a serem incorporadas na segunda contação; no quarto momento, é apresentada versão final da história na qual observamos a incorporação ou não das orientações dadas. Nesse processo, instigamos as crianças a observarem a completude de seu desempenho, estando atentas a todas as manifestações linguísticas verbais e não-verbais (gestos, postura, cinésica) que são constitutivas dos gêneros orais públicos. Os resultados encontrados nesse processo de retextualização do oral para o oral, apontam uma tendência das crianças a analisarem prioritariamente o seu comportamento corporal (gestos, balanços do corpo) e emocional (nervosismo, vergonha) durante a contação de histórias, mas também uma internalização bem orientada das questões discursivas debatidas com a pesquisadora, resultando numa produção textual oral posterior mais planejada.Universidade Federal da ParaíbaBrasilLinguística e ensinoMestrado Profissional em LinguísticaUFPBFaria, Evangelina Maria Brito dehttp://lattes.cnpq.br/1042071001002488Vieira, Tammy Suelen de Souza2021-12-15T15:12:36Z2021-09-212021-12-15T15:12:36Z2020-10-05info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/21608porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2022-08-09T16:29:18Zoai:repositorio.ufpb.br:123456789/21608Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2022-08-09T16:29:18Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Os processos de reflexão e de retextualização na contação de histórias infantis em ambiente digital |
title |
Os processos de reflexão e de retextualização na contação de histórias infantis em ambiente digital |
spellingShingle |
Os processos de reflexão e de retextualização na contação de histórias infantis em ambiente digital Vieira, Tammy Suelen de Souza Oralidade Retextualização Multissistemas da fala Narrativas infantis Mediação tecnológica Orality Retextualization Speech multy-sistem Children ́s narratives Technological mediation CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA |
title_short |
Os processos de reflexão e de retextualização na contação de histórias infantis em ambiente digital |
title_full |
Os processos de reflexão e de retextualização na contação de histórias infantis em ambiente digital |
title_fullStr |
Os processos de reflexão e de retextualização na contação de histórias infantis em ambiente digital |
title_full_unstemmed |
Os processos de reflexão e de retextualização na contação de histórias infantis em ambiente digital |
title_sort |
Os processos de reflexão e de retextualização na contação de histórias infantis em ambiente digital |
author |
Vieira, Tammy Suelen de Souza |
author_facet |
Vieira, Tammy Suelen de Souza |
author_role |
author |
dc.contributor.none.fl_str_mv |
Faria, Evangelina Maria Brito de http://lattes.cnpq.br/1042071001002488 |
dc.contributor.author.fl_str_mv |
Vieira, Tammy Suelen de Souza |
dc.subject.por.fl_str_mv |
Oralidade Retextualização Multissistemas da fala Narrativas infantis Mediação tecnológica Orality Retextualization Speech multy-sistem Children ́s narratives Technological mediation CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA |
topic |
Oralidade Retextualização Multissistemas da fala Narrativas infantis Mediação tecnológica Orality Retextualization Speech multy-sistem Children ́s narratives Technological mediation CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA |
description |
The aim of this research is to analyze and understand the linguistic reflective processes developed by children during the activity of telling and retelling of children's stories, through the support of technological devices for recording and reproducing video. In this action, we seek to provide children with the conditions for them to access their oral texts in order to use these as the basis for the development of planning and organization strategies for the discursive genre. With this action, we intend to broaden children's perception of their linguistic-discursive competence by offering them the observation of their oral performance in a complete way (language, situational context, body behavior, among others) and to examine how this self-perception can contribute to the practice of public oral textual genres. Along this path, we took as a theoretical reference the works of Vygotsky (1991, 2001, 2004, 2008, 2018) and Volóchinov (2017) in the field of psychology and philosophy of language; the works of Dolz and Schnewly (2004), Marcuschi (2010), Rojo (2006, 2015) and Bakhtin (2011) for addressing discursive/textual genres; François (1996, 2006, 2009), Perroni (1992), Brandão (2015) as guiding issues in children's narrative; the works of Steinberg (1988), Kendon (1982, 2000, 2011) and McNeil (2000) in the analysis of multisystemic aspects of speech; and in Santaella (2004, 2007, 2013), Lévy (1999), Frade and Glória (2015) and Rojo (2013, 2015) the theoretical framework that deals with the contexts of technological mediation and multiliteracies. Our research was methodologically organized in two meetings with two children (7-year-old students of the second year of elementary school, one female and the other male) in stages structured as follows: at first, the child watches a children's story available on YouTube; in a second moment, the child tells this story again to the researcher (this moment was recorded); in the third moment, the child watches the video of his/her telling, is invited to reflect on it and, together with the researcher's considerations, establishes adjustments and modifications to be incorporated in the second telling; in the fourth moment, a final version of the story is presented, in which we observe the incorporation or not of the guidelines given. In this process, we encourage the children to observe the completeness of their performance, being attentive to all verbal and non-verbal linguistic manifestations (gestures, posture, kinesics) that are constitutive of public oral genres. The results found in this process of retextualization from oral to oral indicate a tendency for children to prioritize their bodily behavior (gestures, body swings) and emotional aspects (nervousness, shame) during storytelling, but also a well-oriented internalization of discursive issues discussed with the researcher, resulting in a more planned later oral textual production. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-10-05 2021-12-15T15:12:36Z 2021-09-21 2021-12-15T15:12:36Z |
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 |
https://repositorio.ufpb.br/jspui/handle/123456789/21608 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/21608 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística e ensino Mestrado Profissional em Linguística UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística e ensino Mestrado Profissional em Linguística UFPB |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
instacron_str |
UFPB |
institution |
UFPB |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFPB |
collection |
Biblioteca Digital de Teses e Dissertações da UFPB |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
repository.mail.fl_str_mv |
diretoria@ufpb.br|| diretoria@ufpb.br |
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