Desenvolvendo habilidades de leitura crítica e reflexiva através do gênero multimodal meme sob a perspectiva dos multiletramentos

Detalhes bibliográficos
Autor(a) principal: Andrade, Juliana Araújo de
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/123456789/18376
Resumo: One of the problems faced by teachers today concerns the students' growing lack of interest in the teaching-learning processes in the school context, but the resistance to reading activity is the aspect that most calls our attention, bearing in mind that, outside of school, students focus more on reading various contents that circulate on the internet, mainly in applications and social networks (such as Whatsapp and Facebook), which range from school research to memes. In view of this reality, it is essential that teachers seek to modify their methodology, paying attention to the multi-tools required by these new readings, made from contemporary texts, which are multimodal (ROJO, 2012), and which exert a certain fascination in these young people, mainly due to the use of multiple languages. In addition to this new context, part of our reality in the classroom is the low performance of students in the final years of elementary school, which belong to the school where we carry out our Professional Master's research (PROFLETRAS), in official tests that assess specific skills of textual understanding. Considering these factors, the general objective of this work was to develop an intervention proposal with the students, in order to enable the construction of critical and reflective reading skills. The specifics involved: holding reading workshops using memes as a multimodal genre, seeking to build the multi-tools required in view of new reading practices; relate other genres, such as short stories, news, poems, etc., to memes by thematic approach, aiming at expanding the students' cultural repertoire; evaluate the pertinence of the proposal development through the analysis of the results; and to highlight the importance of the school promoting the multi-elements required by the new reading and writing practices carried out by contemporary society. For this, we seek the support of authors who deal with Technology and Education: Gabriel (2013); Reading: Koch & Elias (2017), Lajolo (2011); Textual/discursive genre and multi-elements: Bakhtin (1997), Rojo (2013), Rojo & Barbosa (2015), Rojo & Moura (2012); Memes: Dawkins (1979), Recuero (2009), Fontanella (2009), Calixto (2017); among others, which theoretically support us. The present work is characterized, therefore, as action research of an interventional character, since it sought to combine theory and practice in solving a problem. In general, the actions focused on holding reading workshops with a 9th grade group of elementary school, in which memes, as a multimodal genre, and other genres, were read and critically analyzed, according to some descriptors used in Prova Brasil, selected from the 9th grade Portuguese Language Matrix. We also discuss racism, machismo and homophobia, in order to lead the student to reflect on these social issues that need to be tackled. The results show us that carrying out work aimed at deepening reading skills becomes effective, especially if planned around students' needs.
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spelling Desenvolvendo habilidades de leitura crítica e reflexiva através do gênero multimodal meme sob a perspectiva dos multiletramentosEnsinoLeituraMultiletramentosMemesTeachingReadingMulti-toolsMemesCNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESAOne of the problems faced by teachers today concerns the students' growing lack of interest in the teaching-learning processes in the school context, but the resistance to reading activity is the aspect that most calls our attention, bearing in mind that, outside of school, students focus more on reading various contents that circulate on the internet, mainly in applications and social networks (such as Whatsapp and Facebook), which range from school research to memes. In view of this reality, it is essential that teachers seek to modify their methodology, paying attention to the multi-tools required by these new readings, made from contemporary texts, which are multimodal (ROJO, 2012), and which exert a certain fascination in these young people, mainly due to the use of multiple languages. In addition to this new context, part of our reality in the classroom is the low performance of students in the final years of elementary school, which belong to the school where we carry out our Professional Master's research (PROFLETRAS), in official tests that assess specific skills of textual understanding. Considering these factors, the general objective of this work was to develop an intervention proposal with the students, in order to enable the construction of critical and reflective reading skills. The specifics involved: holding reading workshops using memes as a multimodal genre, seeking to build the multi-tools required in view of new reading practices; relate other genres, such as short stories, news, poems, etc., to memes by thematic approach, aiming at expanding the students' cultural repertoire; evaluate the pertinence of the proposal development through the analysis of the results; and to highlight the importance of the school promoting the multi-elements required by the new reading and writing practices carried out by contemporary society. For this, we seek the support of authors who deal with Technology and Education: Gabriel (2013); Reading: Koch & Elias (2017), Lajolo (2011); Textual/discursive genre and multi-elements: Bakhtin (1997), Rojo (2013), Rojo & Barbosa (2015), Rojo & Moura (2012); Memes: Dawkins (1979), Recuero (2009), Fontanella (2009), Calixto (2017); among others, which theoretically support us. The present work is characterized, therefore, as action research of an interventional character, since it sought to combine theory and practice in solving a problem. In general, the actions focused on holding reading workshops with a 9th grade group of elementary school, in which memes, as a multimodal genre, and other genres, were read and critically analyzed, according to some descriptors used in Prova Brasil, selected from the 9th grade Portuguese Language Matrix. We also discuss racism, machismo and homophobia, in order to lead the student to reflect on these social issues that need to be tackled. The results show us that carrying out work aimed at deepening reading skills becomes effective, especially if planned around students' needs.NenhumaUm dos problemas enfrentados pelos professores atualmente diz respeito ao desinteresse crescente dos alunos quanto aos processos de ensino-aprendizagem em contexto escolar, sendo a resistência à atividade de leitura o aspecto que mais chama nossa atenção, tendo em vista que, fora da escola, os estudantes se voltam mais para a leitura de diversos conteúdos que circulam na internet, principalmente em aplicativos e redes sociais (como o Whatsapp e o Facebook), os quais variam de pesquisas escolares a memes. Perante essa realidade, torna-se imprescindível que os professores busquem modificar sua metodologia, atentando para os multiletramentos exigidos por essas novas leituras, realizadas a partir dos textos contemporâneos, que são multimodais (ROJO, 2012), e que exercem certa fascinação nesses jovens, principalmente pela utilização de múltiplas linguagens. Além desse novo contexto, faz parte da nossa realidade em sala de aula o baixo rendimento dos alunos dos anos finais do Ensino Fundamental, os quais pertencem à escola onde realizamos nossa pesquisa de Mestrado Profissional (PROFLETRAS), em provas oficiais que avaliam habilidades específicas de compreensão textual. Considerando esses fatores, o objetivo geral deste trabalho consistiu em desenvolver uma proposta de intervenção junto aos alunos, a fim de possibilitar a construção de habilidades de leitura crítica e reflexiva. Já os específicos envolveram: realizar oficinas de leitura utilizando os memes enquanto gênero multimodal, buscando a construção dos multiletramentos requeridos diante das novas práticas leitoras; relacionar outros gêneros, como contos, notícias, poemas, etc., aos memes por aproximação temática, visando à ampliação do repertório cultural dos alunos; avaliar a pertinência do desenvolvimento da proposta por meio da análise dos resultados; e destacar a importância em a escola promover os multiletramentos exigidos pelas novas práticas de leitura e de escrita realizadas pela sociedade contemporânea. Para tanto, buscamos o respaldo de autores que versam sobre Tecnologia e Educação: Gabriel (2013); Leitura: Koch & Elias (2017), Lajolo (2011); Gênero textual/discursivo e multiletramentos: Bakhtin (1997), Rojo (2013), Rojo & Barbosa (2015), Rojo & Moura (2012); Memes: Dawkins (1979), Recuero (2009), Fontanella (2009), Calixto (2017); dentre outros, que nos embasam teoricamente. O presente trabalho se caracteriza, portanto, como pesquisa-ação de caráter interventivo, já que procurou aliar teoria e prática na resolução de um problema. De um modo geral, as ações se centraram na realização de oficinas de leitura, junto a uma turma de 9º ano do Ensino Fundamental, nas quais os memes, enquanto gênero multimodal, e outros gêneros, foram lidos e analisados criticamente, de acordo com alguns descritores utilizados na Prova Brasil, selecionados a partir da Matriz de Língua Portuguesa do 9º ano. Também discutimos sobre racismo, machismo e homofobia, de modo a levar o aluno a refletir acerca dessas problemáticas sociais que precisam ser combatidas. Os resultados nos mostram que a realização de um trabalho voltado para o aprofundamento de habilidades de leitura torna-se eficaz, principalmente se planejado em torno das necessidades dos alunos.Universidade Federal da ParaíbaBrasilLetrasMestrado Profissional em Letras (Profletras)UFPBCavalcanti, Marineuma de Oliveira Costahttp://lattes.cnpq.br/3535418783422124Andrade, Juliana Araújo de2020-11-09T15:44:55Z2020-06-302020-11-09T15:44:55Z2020-02-20info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/18376porAttribution-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:UFPB2020-11-10T06:14:51Zoai:repositorio.ufpb.br:123456789/18376Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2020-11-10T06:14:51Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false
dc.title.none.fl_str_mv Desenvolvendo habilidades de leitura crítica e reflexiva através do gênero multimodal meme sob a perspectiva dos multiletramentos
title Desenvolvendo habilidades de leitura crítica e reflexiva através do gênero multimodal meme sob a perspectiva dos multiletramentos
spellingShingle Desenvolvendo habilidades de leitura crítica e reflexiva através do gênero multimodal meme sob a perspectiva dos multiletramentos
Andrade, Juliana Araújo de
Ensino
Leitura
Multiletramentos
Memes
Teaching
Reading
Multi-tools
Memes
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
title_short Desenvolvendo habilidades de leitura crítica e reflexiva através do gênero multimodal meme sob a perspectiva dos multiletramentos
title_full Desenvolvendo habilidades de leitura crítica e reflexiva através do gênero multimodal meme sob a perspectiva dos multiletramentos
title_fullStr Desenvolvendo habilidades de leitura crítica e reflexiva através do gênero multimodal meme sob a perspectiva dos multiletramentos
title_full_unstemmed Desenvolvendo habilidades de leitura crítica e reflexiva através do gênero multimodal meme sob a perspectiva dos multiletramentos
title_sort Desenvolvendo habilidades de leitura crítica e reflexiva através do gênero multimodal meme sob a perspectiva dos multiletramentos
author Andrade, Juliana Araújo de
author_facet Andrade, Juliana Araújo de
author_role author
dc.contributor.none.fl_str_mv Cavalcanti, Marineuma de Oliveira Costa
http://lattes.cnpq.br/3535418783422124
dc.contributor.author.fl_str_mv Andrade, Juliana Araújo de
dc.subject.por.fl_str_mv Ensino
Leitura
Multiletramentos
Memes
Teaching
Reading
Multi-tools
Memes
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
topic Ensino
Leitura
Multiletramentos
Memes
Teaching
Reading
Multi-tools
Memes
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
description One of the problems faced by teachers today concerns the students' growing lack of interest in the teaching-learning processes in the school context, but the resistance to reading activity is the aspect that most calls our attention, bearing in mind that, outside of school, students focus more on reading various contents that circulate on the internet, mainly in applications and social networks (such as Whatsapp and Facebook), which range from school research to memes. In view of this reality, it is essential that teachers seek to modify their methodology, paying attention to the multi-tools required by these new readings, made from contemporary texts, which are multimodal (ROJO, 2012), and which exert a certain fascination in these young people, mainly due to the use of multiple languages. In addition to this new context, part of our reality in the classroom is the low performance of students in the final years of elementary school, which belong to the school where we carry out our Professional Master's research (PROFLETRAS), in official tests that assess specific skills of textual understanding. Considering these factors, the general objective of this work was to develop an intervention proposal with the students, in order to enable the construction of critical and reflective reading skills. The specifics involved: holding reading workshops using memes as a multimodal genre, seeking to build the multi-tools required in view of new reading practices; relate other genres, such as short stories, news, poems, etc., to memes by thematic approach, aiming at expanding the students' cultural repertoire; evaluate the pertinence of the proposal development through the analysis of the results; and to highlight the importance of the school promoting the multi-elements required by the new reading and writing practices carried out by contemporary society. For this, we seek the support of authors who deal with Technology and Education: Gabriel (2013); Reading: Koch & Elias (2017), Lajolo (2011); Textual/discursive genre and multi-elements: Bakhtin (1997), Rojo (2013), Rojo & Barbosa (2015), Rojo & Moura (2012); Memes: Dawkins (1979), Recuero (2009), Fontanella (2009), Calixto (2017); among others, which theoretically support us. The present work is characterized, therefore, as action research of an interventional character, since it sought to combine theory and practice in solving a problem. In general, the actions focused on holding reading workshops with a 9th grade group of elementary school, in which memes, as a multimodal genre, and other genres, were read and critically analyzed, according to some descriptors used in Prova Brasil, selected from the 9th grade Portuguese Language Matrix. We also discuss racism, machismo and homophobia, in order to lead the student to reflect on these social issues that need to be tackled. The results show us that carrying out work aimed at deepening reading skills becomes effective, especially if planned around students' needs.
publishDate 2020
dc.date.none.fl_str_mv 2020-11-09T15:44:55Z
2020-06-30
2020-11-09T15:44:55Z
2020-02-20
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
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dc.identifier.uri.fl_str_mv https://repositorio.ufpb.br/jspui/handle/123456789/18376
url https://repositorio.ufpb.br/jspui/handle/123456789/18376
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
Letras
Mestrado Profissional em Letras (Profletras)
UFPB
publisher.none.fl_str_mv Universidade Federal da Paraíba
Brasil
Letras
Mestrado Profissional em Letras (Profletras)
UFPB
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da UFPB
instname:Universidade Federal da Paraíba (UFPB)
instacron:UFPB
instname_str Universidade Federal da Paraíba (UFPB)
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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)
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