Produção virtual de paródias: o uso da sequência didática digital como objeto de aprendizagem
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/jspui/handle/riufs/15646 |
Resumo: | This work aimed to apply a Digital Didactic Sequence (SDD) as a Learning Object (OA) for the virtual production of parodies. This textual genre was explored through a range of digital resources like the smartphone. Therefore, with technological advances and the growth in the use of digital devices in society, a pedagogical proposal that works with textual production in a different way from the conventional and closer to the digital universe, in which students are involved, was considered opportune. using SDD, which provides a dynamic process that enhances the teaching of the Portuguese language. Thus, based on Digital Literacy, it was intended to detect the extent to which digital technologies can dynamically contribute to the development of the production of these parodies, through writing in a virtual environment. The use of this learning object proves to be relevant in the context of “Digital Natives”, in which today's students are inserted, a concept widely discussed in this work. In order to carry out this investigation with a qualitative approach, of the type of action research, a class of 7th grade of elementary school in the municipal network of Boquim - SE was chosen as the target of this pedagogical intervention. The methodology of this investigation had as its main theorist Thiollent (2011), bringing concepts about action research. Therefore, after an accurate study of the approaches of several authors, it was intended to enrich the concepts that guide this research with regard to the study of multi-tools and digital literacy through the studies of the New London Group, as well as text genres, especially in the Bakhtinian view, according to which, genders assume a social function. It appears, therefore, that the results of this research were satisfactory, considering the productions of the participants who met the proposed objectives, demonstrating the relevance of the learning object in question: SDD. Obviously, this work is not intended to exhaust the approaches in the proposed field of study, but rather to broaden the debate regarding the use of multiliteracies, focusing on digital technologies in the teaching of Portuguese. |
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Amorim, Fábio Pires deSilva, Denson André Pereira da2022-05-06T14:10:27Z2022-05-06T14:10:27Z2020-05-06AMORIM, Fábio Pires de. Produção virtual de paródias: o uso da sequência didática digital como objeto de aprendizagem. 2020. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, 2020.https://ri.ufs.br/jspui/handle/riufs/15646This work aimed to apply a Digital Didactic Sequence (SDD) as a Learning Object (OA) for the virtual production of parodies. This textual genre was explored through a range of digital resources like the smartphone. Therefore, with technological advances and the growth in the use of digital devices in society, a pedagogical proposal that works with textual production in a different way from the conventional and closer to the digital universe, in which students are involved, was considered opportune. using SDD, which provides a dynamic process that enhances the teaching of the Portuguese language. Thus, based on Digital Literacy, it was intended to detect the extent to which digital technologies can dynamically contribute to the development of the production of these parodies, through writing in a virtual environment. The use of this learning object proves to be relevant in the context of “Digital Natives”, in which today's students are inserted, a concept widely discussed in this work. In order to carry out this investigation with a qualitative approach, of the type of action research, a class of 7th grade of elementary school in the municipal network of Boquim - SE was chosen as the target of this pedagogical intervention. The methodology of this investigation had as its main theorist Thiollent (2011), bringing concepts about action research. Therefore, after an accurate study of the approaches of several authors, it was intended to enrich the concepts that guide this research with regard to the study of multi-tools and digital literacy through the studies of the New London Group, as well as text genres, especially in the Bakhtinian view, according to which, genders assume a social function. It appears, therefore, that the results of this research were satisfactory, considering the productions of the participants who met the proposed objectives, demonstrating the relevance of the learning object in question: SDD. Obviously, this work is not intended to exhaust the approaches in the proposed field of study, but rather to broaden the debate regarding the use of multiliteracies, focusing on digital technologies in the teaching of Portuguese.O presente trabalho teve como objetivo a aplicação de uma Sequência Didática Digital (SDD) enquanto Objeto de Aprendizagem (OA) para a produção virtual de paródias. Esse gênero textual foi explorado por meio de uma gama de recursos digitais a exemplo do smartphone. Assim sendo, com os avanços tecnológicos e o crescimento do uso de dispositivos digitais na sociedade, entendeu-se oportuna uma proposta pedagógica que trabalhe a produção textual de uma forma diferente do convencional e mais próxima do universo digital, no qual os alunos estão envolvidos, utilizando a SDD, a qual proporciona um processo dinâmico que potencializa o ensino de Língua Portuguesa. Desse modo, tendo como base o Letramento Digital, pretendeu-se detectar até que ponto as tecnologias digitais podem contribuir de maneira dinâmica no desenvolvimento da produção dessas paródias, por meio da escrita em ambiente virtual. A utilização desse objeto de aprendizagem se demonstra relevante no contexto dos “Nativos Digitais”, no qual os estudantes da atualidade estão inseridos, conceito amplamente discutido nesse trabalho. Para realização dessa investigação com abordagem qualitativa, do tipo pesquisa-ação, foi escolhida, como alvo dessa intervenção pedagógica, uma turma de 7º ano do Ensino Fundamental da rede municipal de Boquim – SE. A metodologia dessa investigação teve como principal teórico Thiollent (2011), trazendo conceitos sobre a pesquisa-ação. Assim sendo, após um acurado estudo das abordagens de diversos autores, pretendeu-se enriquecer os conceitos que orientam essa pesquisa no que tange ao estudo dos multiletramentos e letramento digital por meio dos estudos do Grupo de Nova Londres, como também dos gêneros textuais, especialmente na visão bakhtiniana, segundo a qual, os gêneros assumem uma função social. Depreende-se, portanto, que os resultados dessa pesquisa foram satisfatórios, tendo em vista que as produções dos participantes atenderam aos objetivos propostos, demonstrando a relevância do objeto de aprendizagem em questão: SDD. Obviamente, não se pretende esgotar com esse trabalho as abordagens no campo de estudo proposto, mas sim ampliar o debate a respeito do uso dos multiletramentos, com foco nas tecnologias digitais no ensino de Língua Portuguesa.ItabaianaporLíngua portuguesaParódiaTextosDidáticaLetramento digitalSequência didática digitalMultiletramentos.Gêneros textuaisDigital didactic sequenceMultiliteraciesTextual genresParodyDigital literacyProdução virtual de paródias: o uso da sequência didática digital como objeto de aprendizageminfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação Profissional em LetrasUFSreponame: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/15646/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALFÁBIO_PIRES_DE_AMORIM.pdfFÁBIO_PIRES_DE_AMORIM.pdfapplication/pdf7693401https://ri.ufs.br/jspui/bitstream/riufs/15646/2/F%c3%81BIO_PIRES_DE_AMORIM.pdf804226797b8bfbc5a713979fe62d8844MD52TEXTFÁBIO_PIRES_DE_AMORIM.pdf.txtFÁBIO_PIRES_DE_AMORIM.pdf.txtExtracted texttext/plain138560https://ri.ufs.br/jspui/bitstream/riufs/15646/3/F%c3%81BIO_PIRES_DE_AMORIM.pdf.txtb49db91ce64424e01c667a6376dce258MD53THUMBNAILFÁBIO_PIRES_DE_AMORIM.pdf.jpgFÁBIO_PIRES_DE_AMORIM.pdf.jpgGenerated Thumbnailimage/jpeg1205https://ri.ufs.br/jspui/bitstream/riufs/15646/4/F%c3%81BIO_PIRES_DE_AMORIM.pdf.jpg935441d711d2fc0d590d7347a4ed7ffeMD54riufs/156462022-05-06 11:10:27.87oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-05-06T14:10:27Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Produção virtual de paródias: o uso da sequência didática digital como objeto de aprendizagem |
title |
Produção virtual de paródias: o uso da sequência didática digital como objeto de aprendizagem |
spellingShingle |
Produção virtual de paródias: o uso da sequência didática digital como objeto de aprendizagem Amorim, Fábio Pires de Língua portuguesa Paródia Textos Didática Letramento digital Sequência didática digital Multiletramentos. Gêneros textuais Digital didactic sequence Multiliteracies Textual genres Parody Digital literacy |
title_short |
Produção virtual de paródias: o uso da sequência didática digital como objeto de aprendizagem |
title_full |
Produção virtual de paródias: o uso da sequência didática digital como objeto de aprendizagem |
title_fullStr |
Produção virtual de paródias: o uso da sequência didática digital como objeto de aprendizagem |
title_full_unstemmed |
Produção virtual de paródias: o uso da sequência didática digital como objeto de aprendizagem |
title_sort |
Produção virtual de paródias: o uso da sequência didática digital como objeto de aprendizagem |
author |
Amorim, Fábio Pires de |
author_facet |
Amorim, Fábio Pires de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Amorim, Fábio Pires de |
dc.contributor.advisor1.fl_str_mv |
Silva, Denson André Pereira da |
contributor_str_mv |
Silva, Denson André Pereira da |
dc.subject.por.fl_str_mv |
Língua portuguesa Paródia Textos Didática Letramento digital Sequência didática digital Multiletramentos. Gêneros textuais |
topic |
Língua portuguesa Paródia Textos Didática Letramento digital Sequência didática digital Multiletramentos. Gêneros textuais Digital didactic sequence Multiliteracies Textual genres Parody Digital literacy |
dc.subject.eng.fl_str_mv |
Digital didactic sequence Multiliteracies Textual genres Parody Digital literacy |
description |
This work aimed to apply a Digital Didactic Sequence (SDD) as a Learning Object (OA) for the virtual production of parodies. This textual genre was explored through a range of digital resources like the smartphone. Therefore, with technological advances and the growth in the use of digital devices in society, a pedagogical proposal that works with textual production in a different way from the conventional and closer to the digital universe, in which students are involved, was considered opportune. using SDD, which provides a dynamic process that enhances the teaching of the Portuguese language. Thus, based on Digital Literacy, it was intended to detect the extent to which digital technologies can dynamically contribute to the development of the production of these parodies, through writing in a virtual environment. The use of this learning object proves to be relevant in the context of “Digital Natives”, in which today's students are inserted, a concept widely discussed in this work. In order to carry out this investigation with a qualitative approach, of the type of action research, a class of 7th grade of elementary school in the municipal network of Boquim - SE was chosen as the target of this pedagogical intervention. The methodology of this investigation had as its main theorist Thiollent (2011), bringing concepts about action research. Therefore, after an accurate study of the approaches of several authors, it was intended to enrich the concepts that guide this research with regard to the study of multi-tools and digital literacy through the studies of the New London Group, as well as text genres, especially in the Bakhtinian view, according to which, genders assume a social function. It appears, therefore, that the results of this research were satisfactory, considering the productions of the participants who met the proposed objectives, demonstrating the relevance of the learning object in question: SDD. Obviously, this work is not intended to exhaust the approaches in the proposed field of study, but rather to broaden the debate regarding the use of multiliteracies, focusing on digital technologies in the teaching of Portuguese. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-05-06 |
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2022-05-06T14:10:27Z |
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2022-05-06T14:10:27Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
AMORIM, Fábio Pires de. Produção virtual de paródias: o uso da sequência didática digital como objeto de aprendizagem. 2020. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, 2020. |
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https://ri.ufs.br/jspui/handle/riufs/15646 |
identifier_str_mv |
AMORIM, Fábio Pires de. Produção virtual de paródias: o uso da sequência didática digital como objeto de aprendizagem. 2020. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, 2020. |
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