O letramento crítico e práticas político-cidadãs no gênero charge: uma proposta de leitura multimodal no 8º ano do ensino fundamental
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/jspui/handle/riufs/18257 |
Resumo: | Media innovations have proposed texts with different languages (advertisements, comic strips, cartoons, memes, gifs etc.), designated as multimodal texts, suggesting reformulations in the processes of interaction between subjects, literacies and teaching proposals. It is essential that the student grasps the intertextuality of multiple representations, assigns meaning, can reach their conclusions and possibly reach social practices of language. Based on this assumption, we conducted this research in the eighth year of elementary school and characterized our investigation with the methodological perspectives of action research by Tripp (2005) and collaborative research by Ibiapina, Bandeira and Araujo (2016). With regard to theoretical references, we base this study on the following concepts: Antunes (2003), Koch and Elias (2018) about intertextuality and previous knowledge; Oliveira (2010) and Ferrarezzi Jr. (2017) regarding reader concepts; Orlandi (2012) in relation to discursive multimodality; Romualdo (2000) and Moretti (2011) with the notions of charge; Kress and Van Leeuwen (2006 [1996]) and Pietroforte (2020) about imagery concepts; Rojo (2009) with the perspectives of multi-courses and critical literacy, in addition to being based on national and local parameters, the Commom Base National Curriculum (2017) and the Sergipe Curriculum (2018), respectively, with the competencies and skills inherent to our study. In addition, we present our proposal for the final product, a Didactic Module (DM), based on the multimodal charge genre for the promotion of critical literacy among students, focusing on themes on socio-environmental politics and awareness aimed at political-citizen practices. This pedagogical tool may be replicated by other native language teachers who seek to complement their teaching of reading focused on multimodality and consecutively to stimulate the learner’s autonomy. |
id |
UFS-2_22e779f3422fc05a2046d774a8d89dcf |
---|---|
oai_identifier_str |
oai:ufs.br:riufs/18257 |
network_acronym_str |
UFS-2 |
network_name_str |
Repositório Institucional da UFS |
repository_id_str |
|
spelling |
Gusmão, Kátia NovaesDamaceno, Taysa Mércia dos Santos Souza2023-09-04T23:38:24Z2023-09-04T23:38:24Z2021-03-24GUSMÃO, Kátia Novaes. O letramento crítico e práticas político-cidadãs no gênero charge: uma proposta de leitura multimodal no 8º ano do ensino fundamental. 2021. 113 f. Dissertação (Mestrado Profissional em Letras) – Universidade Federal de Sergipe, São Cristóvão, 2021.https://ri.ufs.br/jspui/handle/riufs/18257Media innovations have proposed texts with different languages (advertisements, comic strips, cartoons, memes, gifs etc.), designated as multimodal texts, suggesting reformulations in the processes of interaction between subjects, literacies and teaching proposals. It is essential that the student grasps the intertextuality of multiple representations, assigns meaning, can reach their conclusions and possibly reach social practices of language. Based on this assumption, we conducted this research in the eighth year of elementary school and characterized our investigation with the methodological perspectives of action research by Tripp (2005) and collaborative research by Ibiapina, Bandeira and Araujo (2016). With regard to theoretical references, we base this study on the following concepts: Antunes (2003), Koch and Elias (2018) about intertextuality and previous knowledge; Oliveira (2010) and Ferrarezzi Jr. (2017) regarding reader concepts; Orlandi (2012) in relation to discursive multimodality; Romualdo (2000) and Moretti (2011) with the notions of charge; Kress and Van Leeuwen (2006 [1996]) and Pietroforte (2020) about imagery concepts; Rojo (2009) with the perspectives of multi-courses and critical literacy, in addition to being based on national and local parameters, the Commom Base National Curriculum (2017) and the Sergipe Curriculum (2018), respectively, with the competencies and skills inherent to our study. In addition, we present our proposal for the final product, a Didactic Module (DM), based on the multimodal charge genre for the promotion of critical literacy among students, focusing on themes on socio-environmental politics and awareness aimed at political-citizen practices. This pedagogical tool may be replicated by other native language teachers who seek to complement their teaching of reading focused on multimodality and consecutively to stimulate the learner’s autonomy.As inovações midiáticas têm proposto textos dotados de diversificadas linguagens (anúncios, tirinhas, charges, memes, gifs etc.), designados como textos multimodais, sugerindo reformulações nos processos de interação entre sujeitos, letramentos e propostas de ensino. É primordial que o aluno capte a intertextualidade de múltiplas representações, atribua sentido, possa chegar às suas conclusões e possivelmente alcance práticas sociais de linguagem. A partir desse pressuposto, a presente pesquisa foi conduzida no 8º ano do Ensino Fundamental, caracterizada a partir das perspectivas metodológicas da pesquisa-ação por Tripp (2005) e da pesquisa colaborativa por Ibiapina, Bandeira e Araujo (2016). No tocante aos referenciais teóricos, este estudo foi alicerçado nas seguintes concepções: Antunes (2003) e Koch e Elias (2018) sobre a intertextualidade e os conhecimentos prévios; Oliveira (2010) e Ferrarezzi Jr. (2017) a respeito das concepções leitoras; Orlandi (2012) em relação à multimodalidade discursiva; Romualdo (2000) e Moretti (2011) com as noções sobre charge; Kress e Van Leeuwen (2006 [1996]) e Pietroforte (2020) sobre conceitos imagéticos; Rojo (2009) com as perspectivas dos multiletramentos e do letramento crítico, além de uma fundamentação em parâmetros nacionais e locais, a Base Nacional Comum Curricular (2017) e o Currículo de Sergipe (2018), respectivamente, com as competências e habilidades inerentes ao presente estudo. Ademais, apresenta-se um Módulo Didático (MD) como proposta de produto final embasado no gênero multimodal charge para promoção do letramento crítico dos estudantes, concentrando temáticas sobre política e consciência socioambiental destinadas às práticas político-cidadãs. Essa ferramenta pedagógica pode ser replicada por outros docentes de língua materna que busquem complementação no ensino de leitura voltado à multimodalidade e, consecutivamente, ao estímulo da autonomia do aprendiz.São CristóvãoporLeituraMultimodalidadeChargeLetramento críticoReadingMultimodalityCartoonCritical literacyLINGUISTICA, LETRAS E ARTES::LETRASO letramento crítico e práticas político-cidadãs no gênero charge: uma proposta de leitura multimodal no 8º ano do ensino fundamentalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação Profissional em LetrasUniversidade Federal de Sergipe (UFS)reponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/18257/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALKATIA_NOVAES_GUSMAO.pdfKATIA_NOVAES_GUSMAO.pdfapplication/pdf4822988https://ri.ufs.br/jspui/bitstream/riufs/18257/2/KATIA_NOVAES_GUSMAO.pdfc75ebbb0a1a72f2a53a85bb5301a639dMD52TEXTKATIA_NOVAES_GUSMAO.pdf.txtKATIA_NOVAES_GUSMAO.pdf.txtExtracted texttext/plain236765https://ri.ufs.br/jspui/bitstream/riufs/18257/3/KATIA_NOVAES_GUSMAO.pdf.txt83893a5f7e58c1f5c344b31c821f98feMD53THUMBNAILKATIA_NOVAES_GUSMAO.pdf.jpgKATIA_NOVAES_GUSMAO.pdf.jpgGenerated Thumbnailimage/jpeg1201https://ri.ufs.br/jspui/bitstream/riufs/18257/4/KATIA_NOVAES_GUSMAO.pdf.jpg49b1d74a8034b3153c17f9ed54db2e5bMD54riufs/182572023-09-04 20:38:29.729oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2023-09-04T23:38:29Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
O letramento crítico e práticas político-cidadãs no gênero charge: uma proposta de leitura multimodal no 8º ano do ensino fundamental |
title |
O letramento crítico e práticas político-cidadãs no gênero charge: uma proposta de leitura multimodal no 8º ano do ensino fundamental |
spellingShingle |
O letramento crítico e práticas político-cidadãs no gênero charge: uma proposta de leitura multimodal no 8º ano do ensino fundamental Gusmão, Kátia Novaes Leitura Multimodalidade Charge Letramento crítico Reading Multimodality Cartoon Critical literacy LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
O letramento crítico e práticas político-cidadãs no gênero charge: uma proposta de leitura multimodal no 8º ano do ensino fundamental |
title_full |
O letramento crítico e práticas político-cidadãs no gênero charge: uma proposta de leitura multimodal no 8º ano do ensino fundamental |
title_fullStr |
O letramento crítico e práticas político-cidadãs no gênero charge: uma proposta de leitura multimodal no 8º ano do ensino fundamental |
title_full_unstemmed |
O letramento crítico e práticas político-cidadãs no gênero charge: uma proposta de leitura multimodal no 8º ano do ensino fundamental |
title_sort |
O letramento crítico e práticas político-cidadãs no gênero charge: uma proposta de leitura multimodal no 8º ano do ensino fundamental |
author |
Gusmão, Kátia Novaes |
author_facet |
Gusmão, Kátia Novaes |
author_role |
author |
dc.contributor.author.fl_str_mv |
Gusmão, Kátia Novaes |
dc.contributor.advisor1.fl_str_mv |
Damaceno, Taysa Mércia dos Santos Souza |
contributor_str_mv |
Damaceno, Taysa Mércia dos Santos Souza |
dc.subject.por.fl_str_mv |
Leitura Multimodalidade Charge Letramento crítico |
topic |
Leitura Multimodalidade Charge Letramento crítico Reading Multimodality Cartoon Critical literacy LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Reading Multimodality Cartoon Critical literacy |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
Media innovations have proposed texts with different languages (advertisements, comic strips, cartoons, memes, gifs etc.), designated as multimodal texts, suggesting reformulations in the processes of interaction between subjects, literacies and teaching proposals. It is essential that the student grasps the intertextuality of multiple representations, assigns meaning, can reach their conclusions and possibly reach social practices of language. Based on this assumption, we conducted this research in the eighth year of elementary school and characterized our investigation with the methodological perspectives of action research by Tripp (2005) and collaborative research by Ibiapina, Bandeira and Araujo (2016). With regard to theoretical references, we base this study on the following concepts: Antunes (2003), Koch and Elias (2018) about intertextuality and previous knowledge; Oliveira (2010) and Ferrarezzi Jr. (2017) regarding reader concepts; Orlandi (2012) in relation to discursive multimodality; Romualdo (2000) and Moretti (2011) with the notions of charge; Kress and Van Leeuwen (2006 [1996]) and Pietroforte (2020) about imagery concepts; Rojo (2009) with the perspectives of multi-courses and critical literacy, in addition to being based on national and local parameters, the Commom Base National Curriculum (2017) and the Sergipe Curriculum (2018), respectively, with the competencies and skills inherent to our study. In addition, we present our proposal for the final product, a Didactic Module (DM), based on the multimodal charge genre for the promotion of critical literacy among students, focusing on themes on socio-environmental politics and awareness aimed at political-citizen practices. This pedagogical tool may be replicated by other native language teachers who seek to complement their teaching of reading focused on multimodality and consecutively to stimulate the learner’s autonomy. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-03-24 |
dc.date.accessioned.fl_str_mv |
2023-09-04T23:38:24Z |
dc.date.available.fl_str_mv |
2023-09-04T23:38:24Z |
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 |
GUSMÃO, Kátia Novaes. O letramento crítico e práticas político-cidadãs no gênero charge: uma proposta de leitura multimodal no 8º ano do ensino fundamental. 2021. 113 f. Dissertação (Mestrado Profissional em Letras) – Universidade Federal de Sergipe, São Cristóvão, 2021. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/jspui/handle/riufs/18257 |
identifier_str_mv |
GUSMÃO, Kátia Novaes. O letramento crítico e práticas político-cidadãs no gênero charge: uma proposta de leitura multimodal no 8º ano do ensino fundamental. 2021. 113 f. Dissertação (Mestrado Profissional em Letras) – Universidade Federal de Sergipe, São Cristóvão, 2021. |
url |
https://ri.ufs.br/jspui/handle/riufs/18257 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.program.fl_str_mv |
Pós-Graduação Profissional em Letras |
dc.publisher.initials.fl_str_mv |
Universidade Federal de Sergipe (UFS) |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFS instname:Universidade Federal de Sergipe (UFS) instacron:UFS |
instname_str |
Universidade Federal de Sergipe (UFS) |
instacron_str |
UFS |
institution |
UFS |
reponame_str |
Repositório Institucional da UFS |
collection |
Repositório Institucional da UFS |
bitstream.url.fl_str_mv |
https://ri.ufs.br/jspui/bitstream/riufs/18257/1/license.txt https://ri.ufs.br/jspui/bitstream/riufs/18257/2/KATIA_NOVAES_GUSMAO.pdf https://ri.ufs.br/jspui/bitstream/riufs/18257/3/KATIA_NOVAES_GUSMAO.pdf.txt https://ri.ufs.br/jspui/bitstream/riufs/18257/4/KATIA_NOVAES_GUSMAO.pdf.jpg |
bitstream.checksum.fl_str_mv |
098cbbf65c2c15e1fb2e49c5d306a44c c75ebbb0a1a72f2a53a85bb5301a639d 83893a5f7e58c1f5c344b31c821f98fe 49b1d74a8034b3153c17f9ed54db2e5b |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS) |
repository.mail.fl_str_mv |
repositorio@academico.ufs.br |
_version_ |
1802110775191404544 |