Audiolivros digitais e letramento literário: ensino de literatura na cultura da convergência

• Autor(a) principal: Oliveira, Anderson Amaral de
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/22103
• topic: Letramento literário; Audiolivros; Inovação no ensino; TPACK; Google classroom; Teaching literature; Literary literacy; Innovative teaching; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

Poor school performance in reading presented by Brazilian students and the upcoming changes in languages teaching curriculum proposed by the new high school BNCC (2018) demand solutions for teaching literature. This thesis research aims to propose a methodology for teaching literature, using audiobooks as a tool to enhance reading skills. A Quantitative, qualitative, and purposeful research was carried out by employing a hybrid and interdisciplinary approach. For bibliographical data collection, a bibliometric research was employed, later analyzed on Nvivo 12 software. Chapter 1 brings theoretical discussions on the concept of Literary Literacy and its relationships with BNCC and Theory of Literature. Chapter 2 argues the concept of media, the ways of remediation through digital technologies, and the Audiobooks phenomena, understood as product from editorial market as well as an important learning tool. Chapter 3 presents theoretical conceptions from proposed methodology, carefully analyzing the stages of the formative process that underlies the Audiobooks recording process. Chapter 4 presents the application of the proposed methodology in two schools from Ijuí, one public and one private, throughout university extension activities by Traças Digitais project. The results point out that the proposed teaching methodology is viable, emphasizing the audiobook and its production as an important learning tool to develop reading skills. It is emphasized the improvement of motivation to start and keep literary reading, development of criticism, and greater awareness on students’ oral production. Struggling and advanced readers both were benefitted studying by using audiobooks. For teachers, the proposed methodology has promoted technological innovation by creating possibilities for students to interact with extracurricular content, through virtual classroom environment Google classroom. Results present a literature teaching methodology using audiobooks and their benefits to students in acquisition of Technological, Pedagogical and Content Knowledge (TPACK). Audiobooks are also a low-cost, easy adaptable and high impact pedagogic solution. Finally, teaching using Audiobooks enabled students to have a greater access to literary reading, promoting meaningful language experiences and development of Literary Literacy skills to reading communities.