O infográfico como prática de letramento no 8º ano do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/handle/riufs/6425 |
Resumo: | The lack of visual literacy of the students and the increasing presence of the image in the social spaces attracted us attention about infographics, object of study of this research. Starting from the perspective of gender as a social action and discursive-semiotic, this study aimed to contribute to the teaching of Portuguese Language from activities that explore the multimodal language of infographics. It sought from multimodal elements that make up this genre, the realization of visual reading practices with the aim of improving the language skills of students. It started from multimodal elements that make up this genre, aiming in order to carry out visual reading practices with the aim of improving the language skills of students. For this paper it was adopt the bibliographic research and the action research as a scientific method, and as empirical field a school located in Umbaúba – SE. As data collection instruments were used questionnaire, rewritten infographics and observation. The research was based from the Grammar of Design Visual of the writers Kress and van Leeuwen (2006), which argues that the visual elements are full of meaning and the image has a specific and significant architecture. As a theoretical basis, it was also used studies of Bakhtin (2011), Marcuschi (2008, 2010, 2011, 2012), Dionisio (2011), Miller (2011, 2012), Bazerman (2007,2011), Soares (2012), Rojo (2005, 2012), Koch (2012, 2015), Cavalcante (2014), Dondis (2015), among others. Starting of the hypothesis that the infographic genre is almost not explored in the classroom and of the communication capability of the image that has a universal capacity to transmit information that can be learned by anyone, as well as the need for interactive insertion and dynamics of gender in educational practices, it was elaborated a Learning Digital Object (ODA). This ODA can be accessed by anyone on the Internet. The activities were made from the infographics of “Superinteressante” magazine. After all process of practicality and research, the results showed that the students were unaware of the genre infographics, as well as notions about images reading. It also proved that digital media allow greater exploitation in the transmission of knowledge, interaction of students with the reading and also dynamic and meaningful learning. |
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Melo, Neilton Falcão deOliveira, Derli Machado dehttp://lattes.cnpq.br/66604970154454272017-09-27T19:44:24Z2017-09-27T19:44:24Z2016-10-26MELO, Neilton Falcão de. O infográfico como prática de letramento no 8º ano do ensino fundamental. 2016. 120 f. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, SE, 2016 .https://ri.ufs.br/handle/riufs/6425The lack of visual literacy of the students and the increasing presence of the image in the social spaces attracted us attention about infographics, object of study of this research. Starting from the perspective of gender as a social action and discursive-semiotic, this study aimed to contribute to the teaching of Portuguese Language from activities that explore the multimodal language of infographics. It sought from multimodal elements that make up this genre, the realization of visual reading practices with the aim of improving the language skills of students. It started from multimodal elements that make up this genre, aiming in order to carry out visual reading practices with the aim of improving the language skills of students. For this paper it was adopt the bibliographic research and the action research as a scientific method, and as empirical field a school located in Umbaúba – SE. As data collection instruments were used questionnaire, rewritten infographics and observation. The research was based from the Grammar of Design Visual of the writers Kress and van Leeuwen (2006), which argues that the visual elements are full of meaning and the image has a specific and significant architecture. As a theoretical basis, it was also used studies of Bakhtin (2011), Marcuschi (2008, 2010, 2011, 2012), Dionisio (2011), Miller (2011, 2012), Bazerman (2007,2011), Soares (2012), Rojo (2005, 2012), Koch (2012, 2015), Cavalcante (2014), Dondis (2015), among others. Starting of the hypothesis that the infographic genre is almost not explored in the classroom and of the communication capability of the image that has a universal capacity to transmit information that can be learned by anyone, as well as the need for interactive insertion and dynamics of gender in educational practices, it was elaborated a Learning Digital Object (ODA). This ODA can be accessed by anyone on the Internet. The activities were made from the infographics of “Superinteressante” magazine. After all process of practicality and research, the results showed that the students were unaware of the genre infographics, as well as notions about images reading. It also proved that digital media allow greater exploitation in the transmission of knowledge, interaction of students with the reading and also dynamic and meaningful learning.A carência dos alunos referente ao letramento visual e a crescente presença da imagem nos espaços sociais despertou-nos o interesse pela infografia, objeto de estudo desta pesquisa. Partindo-se das perspectivas de gêneros como ação social e discursivo-semiótica, o presente estudo objetivou contribuir com o ensino de Língua Portuguesa utilizando a linguagem multimodal do gênero textual infográfico. Buscou-se a partir dos elementos multimodais que compõem tal gênero, a efetivação de práticas de escrita e leitura visual com o intuito de aprimoramento dos conhecimentos linguísticos dos alunos. Para esta pesquisa, adotou-se como método científico a pesquisa bibliográfica e a pesquisa-ação, tendo como campo empírico um colégio estadual no município de Umbaúba - SE. Como instrumentos de coleta foram utilizados aplicação de questionário, retextualização de infográficos e observação. A pesquisa está fundamentada a partir da Gramática do Design Visual de Kress e van Leeuwen (2006), que defendem que os elementos visuais são imbuídos de sentidos e a imagem tem uma arquitetura própria e significante. Como aporte teórico, foram utilizados também os estudos de Bakhtin (2011), Marcuschi (2008, 2010, 2011, 2012), Dionisio (2011), Miller (2011, 2012), Bazerman (2007, 2011), Soares (2012), Rojo (2005, 2012), Koch (2012, 2015), Cavalcante (2014), Dondis (2015), dentre outros. Partindo-se do pressuposto de que o gênero textual infográfico é pouco explorado em sala de aula e da potencialidade comunicacional da imagem, que tem uma capacidade universal de transmitir informações que podem ser apreendidas por qualquer pessoa, bem como da necessidade de inserção interativa e dinâmica deste gênero nas práticas pedagógicas, elaborou-se um Objeto Digital de Aprendizagem (ODA). Este ODA pode ser acessado por qualquer pessoa na Internet. As atividades foram confeccionadas a partir de infográficos da revista Superinteressante. Após todo processo de praticidade e investigação, os resultados evidenciaram que os alunos desconheciam o gênero textual infográfico, bem como noções de leitura de imagens. Comprovou-se também que os recursos digitais possibilitam maior exploração na transmissão de conhecimentos, interação dos alunos na prática da leitura, aprendizagem dinâmica e significativa.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Federal de SergipePós-Graduação Profissional em LetrasUFSBrasilGêneros textuaisGramática do Design VisualInfográficoMultimodalidadeLetramentoLinguagem e línguasTextual genresGrammar of Visual DesignInfographicMultimodalityLiteracyLINGUISTICA, LETRAS E ARTES::LETRASO infográfico como prática de letramento no 8º ano do ensino fundamentalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALNEILTON_FALCÃO_MELO.pdfapplication/pdf2912847https://ri.ufs.br/jspui/bitstream/riufs/6425/1/NEILTON_FALC%c3%83O_MELO.pdfc09a8b9e7f238b503f2fb66e8e04c5c2MD51TEXTNEILTON_FALCÃO_MELO.pdf.txtNEILTON_FALCÃO_MELO.pdf.txtExtracted texttext/plain222073https://ri.ufs.br/jspui/bitstream/riufs/6425/2/NEILTON_FALC%c3%83O_MELO.pdf.txte6df04e5c5664c1607dfc18c99311c8aMD52THUMBNAILNEILTON_FALCÃO_MELO.pdf.jpgNEILTON_FALCÃO_MELO.pdf.jpgGenerated Thumbnailimage/jpeg1397https://ri.ufs.br/jspui/bitstream/riufs/6425/3/NEILTON_FALC%c3%83O_MELO.pdf.jpg1979b86a54715e6e893e928a7cc90c84MD53riufs/64252018-12-03 12:30:46.421oai:ufs.br:riufs/6425Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2018-12-03T15:30:46Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
O infográfico como prática de letramento no 8º ano do ensino fundamental |
title |
O infográfico como prática de letramento no 8º ano do ensino fundamental |
spellingShingle |
O infográfico como prática de letramento no 8º ano do ensino fundamental Melo, Neilton Falcão de Gêneros textuais Gramática do Design Visual Infográfico Multimodalidade Letramento Linguagem e línguas Textual genres Grammar of Visual Design Infographic Multimodality Literacy LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
O infográfico como prática de letramento no 8º ano do ensino fundamental |
title_full |
O infográfico como prática de letramento no 8º ano do ensino fundamental |
title_fullStr |
O infográfico como prática de letramento no 8º ano do ensino fundamental |
title_full_unstemmed |
O infográfico como prática de letramento no 8º ano do ensino fundamental |
title_sort |
O infográfico como prática de letramento no 8º ano do ensino fundamental |
author |
Melo, Neilton Falcão de |
author_facet |
Melo, Neilton Falcão de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Melo, Neilton Falcão de |
dc.contributor.advisor1.fl_str_mv |
Oliveira, Derli Machado de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6660497015445427 |
contributor_str_mv |
Oliveira, Derli Machado de |
dc.subject.por.fl_str_mv |
Gêneros textuais Gramática do Design Visual Infográfico Multimodalidade Letramento Linguagem e línguas |
topic |
Gêneros textuais Gramática do Design Visual Infográfico Multimodalidade Letramento Linguagem e línguas Textual genres Grammar of Visual Design Infographic Multimodality Literacy LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Textual genres Grammar of Visual Design Infographic Multimodality Literacy |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
The lack of visual literacy of the students and the increasing presence of the image in the social spaces attracted us attention about infographics, object of study of this research. Starting from the perspective of gender as a social action and discursive-semiotic, this study aimed to contribute to the teaching of Portuguese Language from activities that explore the multimodal language of infographics. It sought from multimodal elements that make up this genre, the realization of visual reading practices with the aim of improving the language skills of students. It started from multimodal elements that make up this genre, aiming in order to carry out visual reading practices with the aim of improving the language skills of students. For this paper it was adopt the bibliographic research and the action research as a scientific method, and as empirical field a school located in Umbaúba – SE. As data collection instruments were used questionnaire, rewritten infographics and observation. The research was based from the Grammar of Design Visual of the writers Kress and van Leeuwen (2006), which argues that the visual elements are full of meaning and the image has a specific and significant architecture. As a theoretical basis, it was also used studies of Bakhtin (2011), Marcuschi (2008, 2010, 2011, 2012), Dionisio (2011), Miller (2011, 2012), Bazerman (2007,2011), Soares (2012), Rojo (2005, 2012), Koch (2012, 2015), Cavalcante (2014), Dondis (2015), among others. Starting of the hypothesis that the infographic genre is almost not explored in the classroom and of the communication capability of the image that has a universal capacity to transmit information that can be learned by anyone, as well as the need for interactive insertion and dynamics of gender in educational practices, it was elaborated a Learning Digital Object (ODA). This ODA can be accessed by anyone on the Internet. The activities were made from the infographics of “Superinteressante” magazine. After all process of practicality and research, the results showed that the students were unaware of the genre infographics, as well as notions about images reading. It also proved that digital media allow greater exploitation in the transmission of knowledge, interaction of students with the reading and also dynamic and meaningful learning. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-10-26 |
dc.date.accessioned.fl_str_mv |
2017-09-27T19:44:24Z |
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2017-09-27T19:44:24Z |
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info:eu-repo/semantics/masterThesis |
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dc.identifier.citation.fl_str_mv |
MELO, Neilton Falcão de. O infográfico como prática de letramento no 8º ano do ensino fundamental. 2016. 120 f. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, SE, 2016 . |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/handle/riufs/6425 |
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MELO, Neilton Falcão de. O infográfico como prática de letramento no 8º ano do ensino fundamental. 2016. 120 f. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, SE, 2016 . |
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