Pedagogia dos multiletramentos: consciência crítica, agência e empoderamento no Ensino Fundamental
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/29530 |
Resumo: | Language teaching in a school context is an activity rich in pedagogical possibilities, and it is up to the teacher to seek and select teaching approaches that can be meaningful for the context and for the students' demands. In this sense, considering the concepts of pedagogy (DURKHEIM, 2011; LIBÂNEO, 2002; SAVIANI, 2013), literacy projects and multiliteracy pedagogy (KLEIMAN, 2000; ROJO; ALMEIDA, 2012; KALANTZIS et al., 2016) and Critical Analysis of Genres (ACG) (MOTTA-ROTH, 2008a; 2008b) and the theories that support it – Critical Discourse Analysis, Socio rhetoric and Systemic-Functional Linguistics, the general objective of this thesis is to investigate to what extent a multiliteracies project enables, the elementary school students, to became agents of the learning process, their social participation and critical reflexivity. The investigation, of an ethnographic nature (ERICKSON, 1990), was carried out with ten students in the ninth year of elementary school at a school in the countryside of the state of Rio Grande do Sul, over the years 2020 and 2021. Seeking to fulfill the specific objectives, we divided the research into three stages: context mapping, didactic activities and project evaluation. First, questionnaires and interviews were carried out to describe and analyze the students' situated practice, mapping the context of literacy practices and events in which they participate. In a second moment, considering the mapping data and the knowledge processes of pedagogy, we elaborated, developed and analyzed didactic-pedagogical activities in a multiliteracy project based on a problem of interest of the students. Finally, we critically evaluated the multiliteracies project based on reflective reports produced by students throughout the project's didactic activities. Having carried out the analysis of the data generated throughout the research, we argue that a multiliteracy project adapted to a Brazilian teaching context promotes agency and critical reflexivity in elementary school students. To make this possible, we listed the following elements as principles of this project: i) mapping the context of students' literacy practices and events to understand how school learning interacts with knowledge built outside of school; ii) social engagement and search for resolution of social problems; iii) teaching based in the context and problem determined by the students, focusing on knowledge processes and multimodal genres; iv) curricular flexibility for the implementation of the didacticpedagogical proposal, resources for the school to facilitate the implementation of the social practices idealized by the students and domain theoretical-practical by the teacher; v) collaborative approach between students and teacher at all stages, so that the mapping can be done efficiently, the didactic activities are productive, empowering the students to act socially, and the evaluation takes place in a transparent way. |
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2023-06-21T15:19:50Z2023-06-21T15:19:50Z2023-03-31http://repositorio.ufsm.br/handle/1/29530Language teaching in a school context is an activity rich in pedagogical possibilities, and it is up to the teacher to seek and select teaching approaches that can be meaningful for the context and for the students' demands. In this sense, considering the concepts of pedagogy (DURKHEIM, 2011; LIBÂNEO, 2002; SAVIANI, 2013), literacy projects and multiliteracy pedagogy (KLEIMAN, 2000; ROJO; ALMEIDA, 2012; KALANTZIS et al., 2016) and Critical Analysis of Genres (ACG) (MOTTA-ROTH, 2008a; 2008b) and the theories that support it – Critical Discourse Analysis, Socio rhetoric and Systemic-Functional Linguistics, the general objective of this thesis is to investigate to what extent a multiliteracies project enables, the elementary school students, to became agents of the learning process, their social participation and critical reflexivity. The investigation, of an ethnographic nature (ERICKSON, 1990), was carried out with ten students in the ninth year of elementary school at a school in the countryside of the state of Rio Grande do Sul, over the years 2020 and 2021. Seeking to fulfill the specific objectives, we divided the research into three stages: context mapping, didactic activities and project evaluation. First, questionnaires and interviews were carried out to describe and analyze the students' situated practice, mapping the context of literacy practices and events in which they participate. In a second moment, considering the mapping data and the knowledge processes of pedagogy, we elaborated, developed and analyzed didactic-pedagogical activities in a multiliteracy project based on a problem of interest of the students. Finally, we critically evaluated the multiliteracies project based on reflective reports produced by students throughout the project's didactic activities. Having carried out the analysis of the data generated throughout the research, we argue that a multiliteracy project adapted to a Brazilian teaching context promotes agency and critical reflexivity in elementary school students. To make this possible, we listed the following elements as principles of this project: i) mapping the context of students' literacy practices and events to understand how school learning interacts with knowledge built outside of school; ii) social engagement and search for resolution of social problems; iii) teaching based in the context and problem determined by the students, focusing on knowledge processes and multimodal genres; iv) curricular flexibility for the implementation of the didacticpedagogical proposal, resources for the school to facilitate the implementation of the social practices idealized by the students and domain theoretical-practical by the teacher; v) collaborative approach between students and teacher at all stages, so that the mapping can be done efficiently, the didactic activities are productive, empowering the students to act socially, and the evaluation takes place in a transparent way.O ensino de linguagem em contexto escolar é uma atividade rica em possibilidades pedagógicas, cabendo ao professor buscar e selecionar abordagens de ensino que possam ser significativas para o contexto e para as demandas dos alunos. Nesse sentido, considerando os conceitos de pedagogia (DURKHEIM, 2011; LIBÂNEO, 2002; SAVIANI, 2013), projetos de letramentos e pedagogia dos multiletramentos (KLEIMAN, 2000; ROJO; ALMEIDA, 2012; KALANTZIS et al., 2016) e Análise Crítica de Gêneros (ACG) (MOTTA-ROTH, 2008a; 2008b) e as teorias que a sustentam – Análise Crítica de Discurso, Sociorretórica e Linguística Sistêmico-Funcional, o objetivo geral desta tese é investigar em que medida um projeto de multiletramentos possibilita, a alunos do ensino fundamental, agência, participação social e reflexividade crítica. A investigação, de caráter etnográfico (ERICKSON, 1990), foi realizada com dez alunos do nono ano do ensino fundamental de uma escola no interior do estado do Rio Grande do Sul, ao longo dos anos de 2020 e 2021. Buscando cumprir os objetivos específicos, dividimos a pesquisa em três etapas: mapeamento do contexto, atividades didáticas e avaliação do projeto. Foram realizados, primeiramente, questionários e entrevistas para descrever e analisar a prática situada dos alunos, mapeando o contexto de práticas e eventos de letramentos dos quais eles participam. Num segundo momento, considerando os dados do mapeamento e os processos do conhecimento da pedagogia, elaboramos, desenvolvemos e analisamos atividades didático-pedagógicas em um projeto de multiletramentos baseado em uma problemática de interesse dos alunos. Por fim, avaliamos criticamente o projeto de multiletramentos a partir de relatos reflexivos produzidos pelos alunos ao longo das atividades didáticas do projeto. Tendo realizado a análise dos dados gerados ao longo da pesquisa, defendemos que um projeto de multiletramentos adaptado a um contexto de ensino brasileiro promove a agência e a reflexividade crítica em alunos do ensino fundamental. Para que isso seja possível, elencamos como princípios desse projeto os seguintes elementos: i) mapeamento do contexto de práticas e eventos de letramento dos estudantes para compreender como os aprendizados escolares interagem com os conhecimentos construídos fora da escola; ii) engajamento social e busca por resolução de problemas sociais; iii) ensino situado no contexto e na problemática determinada pelos alunos, com foco nos processos do conhecimento e em gêneros multimodais; iv) flexibilidade curricular para implementação da proposta didático-pedagógica, recursos para que a escola facilite a efetivação das práticas sociais idealizadas pelos estudantes e domínio teórico-prático por parte do professor; v) abordagem colaborativa entre estudantes e professor em todas as etapas, para que o mapeamento possa ser feito de forma eficiente, para que as atividades didáticas sejam produtivas, empoderando os alunos para agirem socialmente, e para que a avaliação ocorra de forma transparente.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de Artes e LetrasPrograma de Pós-Graduação em LetrasUFSMBrasilLetrasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessPedagogiaMultiletramentosPráticas e eventos de letramentosPedagogyMultiliteraciesLiteracy practices and eventsCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASPedagogia dos multiletramentos: consciência crítica, agência e empoderamento no Ensino FundamentalPedagogy of multiliteracies: critical awareness, agency and empowerment in Elementary Educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisPinton, Francieli Matzenbacherhttp://lattes.cnpq.br/1979338178408389Pinto, Cândida MartinsGonçalves, Ana Cecília TeixeiraHendges, Graciela RabuskeGomes, Francisco Wellington Borgeshttp://lattes.cnpq.br/3638098088283727Silva, Cleiton Reisdorfer80020000000160060060060060060060098449689-ffec-45d5-8ac6-94f55979750ae2daa126-0e80-4b0c-baa8-80e9b7938738a7e7598d-9e65-4343-8bcd-2cdb5d35097430cb3df5-4efa-4b32-a0b0-77671bef8b54e2ac57fb-7d8f-42cd-b421-68c458426486877630fd-f16e-4ce9-a3b8-7d6b28aa1856reponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGLETRAS_2023_SILVA_CLEITON.pdfTES_PPGLETRAS_2023_SILVA_CLEITON.pdfTese de doutoradoapplication/pdf9549744http://repositorio.ufsm.br/bitstream/1/29530/1/TES_PPGLETRAS_2023_SILVA_CLEITON.pdfa41e7442be22c0c3656fe2777f127bf4MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Pedagogia dos multiletramentos: consciência crítica, agência e empoderamento no Ensino Fundamental |
dc.title.alternative.eng.fl_str_mv |
Pedagogy of multiliteracies: critical awareness, agency and empowerment in Elementary Education |
title |
Pedagogia dos multiletramentos: consciência crítica, agência e empoderamento no Ensino Fundamental |
spellingShingle |
Pedagogia dos multiletramentos: consciência crítica, agência e empoderamento no Ensino Fundamental Silva, Cleiton Reisdorfer Pedagogia Multiletramentos Práticas e eventos de letramentos Pedagogy Multiliteracies Literacy practices and events CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Pedagogia dos multiletramentos: consciência crítica, agência e empoderamento no Ensino Fundamental |
title_full |
Pedagogia dos multiletramentos: consciência crítica, agência e empoderamento no Ensino Fundamental |
title_fullStr |
Pedagogia dos multiletramentos: consciência crítica, agência e empoderamento no Ensino Fundamental |
title_full_unstemmed |
Pedagogia dos multiletramentos: consciência crítica, agência e empoderamento no Ensino Fundamental |
title_sort |
Pedagogia dos multiletramentos: consciência crítica, agência e empoderamento no Ensino Fundamental |
author |
Silva, Cleiton Reisdorfer |
author_facet |
Silva, Cleiton Reisdorfer |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Pinton, Francieli Matzenbacher |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1979338178408389 |
dc.contributor.referee1.fl_str_mv |
Pinto, Cândida Martins |
dc.contributor.referee2.fl_str_mv |
Gonçalves, Ana Cecília Teixeira |
dc.contributor.referee3.fl_str_mv |
Hendges, Graciela Rabuske |
dc.contributor.referee4.fl_str_mv |
Gomes, Francisco Wellington Borges |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3638098088283727 |
dc.contributor.author.fl_str_mv |
Silva, Cleiton Reisdorfer |
contributor_str_mv |
Pinton, Francieli Matzenbacher Pinto, Cândida Martins Gonçalves, Ana Cecília Teixeira Hendges, Graciela Rabuske Gomes, Francisco Wellington Borges |
dc.subject.por.fl_str_mv |
Pedagogia Multiletramentos Práticas e eventos de letramentos |
topic |
Pedagogia Multiletramentos Práticas e eventos de letramentos Pedagogy Multiliteracies Literacy practices and events CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Pedagogy Multiliteracies Literacy practices and events |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
Language teaching in a school context is an activity rich in pedagogical possibilities, and it is up to the teacher to seek and select teaching approaches that can be meaningful for the context and for the students' demands. In this sense, considering the concepts of pedagogy (DURKHEIM, 2011; LIBÂNEO, 2002; SAVIANI, 2013), literacy projects and multiliteracy pedagogy (KLEIMAN, 2000; ROJO; ALMEIDA, 2012; KALANTZIS et al., 2016) and Critical Analysis of Genres (ACG) (MOTTA-ROTH, 2008a; 2008b) and the theories that support it – Critical Discourse Analysis, Socio rhetoric and Systemic-Functional Linguistics, the general objective of this thesis is to investigate to what extent a multiliteracies project enables, the elementary school students, to became agents of the learning process, their social participation and critical reflexivity. The investigation, of an ethnographic nature (ERICKSON, 1990), was carried out with ten students in the ninth year of elementary school at a school in the countryside of the state of Rio Grande do Sul, over the years 2020 and 2021. Seeking to fulfill the specific objectives, we divided the research into three stages: context mapping, didactic activities and project evaluation. First, questionnaires and interviews were carried out to describe and analyze the students' situated practice, mapping the context of literacy practices and events in which they participate. In a second moment, considering the mapping data and the knowledge processes of pedagogy, we elaborated, developed and analyzed didactic-pedagogical activities in a multiliteracy project based on a problem of interest of the students. Finally, we critically evaluated the multiliteracies project based on reflective reports produced by students throughout the project's didactic activities. Having carried out the analysis of the data generated throughout the research, we argue that a multiliteracy project adapted to a Brazilian teaching context promotes agency and critical reflexivity in elementary school students. To make this possible, we listed the following elements as principles of this project: i) mapping the context of students' literacy practices and events to understand how school learning interacts with knowledge built outside of school; ii) social engagement and search for resolution of social problems; iii) teaching based in the context and problem determined by the students, focusing on knowledge processes and multimodal genres; iv) curricular flexibility for the implementation of the didacticpedagogical proposal, resources for the school to facilitate the implementation of the social practices idealized by the students and domain theoretical-practical by the teacher; v) collaborative approach between students and teacher at all stages, so that the mapping can be done efficiently, the didactic activities are productive, empowering the students to act socially, and the evaluation takes place in a transparent way. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-06-21T15:19:50Z |
dc.date.available.fl_str_mv |
2023-06-21T15:19:50Z |
dc.date.issued.fl_str_mv |
2023-03-31 |
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info:eu-repo/semantics/doctoralThesis |
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800200000001 |
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600 600 600 600 600 600 600 |
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Universidade Federal de Santa Maria Centro de Artes e Letras |
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UFSM |
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Brasil |
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Universidade Federal de Santa Maria Centro de Artes e Letras |
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