“Garrando nojo do powerpoint”: discursos sobre práticas de letramentos acadêmicos em uma comunidade de prática em ensino de artes visuais
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/13704 |
Resumo: | This study (register GAP/UFSM n. 034521) is part of the umbrella project PQ-CNPq Letramento acadêmico/científico e participação periférica legítima em comunidades de produção de conhecimento (register CAAE/UFSM 21033613.2.0000.5346), coordinated by professor Désirée Motta-Roth. Its objective is to map academic literacy practices of a community of knowledge production in Visual Art Education (CPVAE) in a Brazilian federal university. Three issues are central to this mapping: system of academic activities, discursive genres that constitute these activities and the participants’ legitimate peripheral participation (LPP) (LAVE; WENGER, 1991) in this system through the analysis of their discourses on the genres and activities. As part of the umbrella project, we adopt the theoretical and methodological framework of two associated approaches: critical literacies (CERVETTI; PARDALES; DAMICO, 2001) and Critical Genre Analysis (MEURER, 2002; BHATIA, 2004; MOTTA-ROTH, 2006; 2008), which inter-relate principles and concepts of Systemic-Functional Linguistics (p. ex. HALLIDAY, 1978; HALLIDAY; HASAN, 1989), Socio-Rhetorics (p. ex. MILLER, 1984; BAZERMAN, 1988; 2007; SWALES, 1990), and Critical Discourse Analysis (p. ex. FAIRCLOUGH, 1992). The corpus of this study consists of two sets concerning context and text analysis. The analysis focused on context comprehends texts generated and/or selected through participant observation (field notes) and documentary analysis of online publications, directories, and database associated to the CPVAE. In the set of data concerning text analysis, the corpus refers to the transcription of one of the GP/CPVAE encounters, part of a workshop of approximately 15 hours on academic writing, promoted by one of the community participants, on May 15th and 16th 2014. The analysis results reveal an interconnection of two sets of literacy practices: a) requirements from the academic context and b) particularities of the community, to which is attributed a slightly more significant role in the community’s activity system. These results point to two constitutive features of CPVAE’s discourse: 1) as a search for new ways of scientific practice, "scientific research" (materialized in PhD dissertations, thesis, etc.) has, in the activity system of CPVAE, the same status as "art work/production" as they emphasize a subjective point of view and their interdiscursive nature (among science, visual arts, and education); and 2) the resistant discourse in relation to hegemonic discourses emphasizes the search for “novelty” and the coexistence of different perspectives (interdiscursivity), according to a post-modern discourse on science/research. By tensioning the existent paradigms, meeting great resistance from centripetal forces (BAKHTIN, 1952-1953/2003) in VAE, CPVAE finds itself in a state of “scientific revolution” (KHUN, 2012). By evidencing a detachment of CPVAE in relation to the epistemological organization of the disciplinary culture (VAE), our data suggest that academic genre analyses must not only consider the relation between text and context of the disciplinary culture at stake (p. ex., MOTTA-ROTH, 1995; HOOD, 2011), but also and especially the more particular context of the community of knowledge production. Thus, the thesis is that discursive genres associated to academic literacy practices and consequently to LPP processes in communities of knowledge production (as well as pedagogical proposals related to them) must be analyzed in their high degree of situationality (BARTON; HAMILTON, 2000), considering the particularities (associated to the epistemological organization and the system of activities) of the community of practice of which they are part. |
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2018-07-09T16:25:57Z2018-07-09T16:25:57Z2017-02-23http://repositorio.ufsm.br/handle/1/13704This study (register GAP/UFSM n. 034521) is part of the umbrella project PQ-CNPq Letramento acadêmico/científico e participação periférica legítima em comunidades de produção de conhecimento (register CAAE/UFSM 21033613.2.0000.5346), coordinated by professor Désirée Motta-Roth. Its objective is to map academic literacy practices of a community of knowledge production in Visual Art Education (CPVAE) in a Brazilian federal university. Three issues are central to this mapping: system of academic activities, discursive genres that constitute these activities and the participants’ legitimate peripheral participation (LPP) (LAVE; WENGER, 1991) in this system through the analysis of their discourses on the genres and activities. As part of the umbrella project, we adopt the theoretical and methodological framework of two associated approaches: critical literacies (CERVETTI; PARDALES; DAMICO, 2001) and Critical Genre Analysis (MEURER, 2002; BHATIA, 2004; MOTTA-ROTH, 2006; 2008), which inter-relate principles and concepts of Systemic-Functional Linguistics (p. ex. HALLIDAY, 1978; HALLIDAY; HASAN, 1989), Socio-Rhetorics (p. ex. MILLER, 1984; BAZERMAN, 1988; 2007; SWALES, 1990), and Critical Discourse Analysis (p. ex. FAIRCLOUGH, 1992). The corpus of this study consists of two sets concerning context and text analysis. The analysis focused on context comprehends texts generated and/or selected through participant observation (field notes) and documentary analysis of online publications, directories, and database associated to the CPVAE. In the set of data concerning text analysis, the corpus refers to the transcription of one of the GP/CPVAE encounters, part of a workshop of approximately 15 hours on academic writing, promoted by one of the community participants, on May 15th and 16th 2014. The analysis results reveal an interconnection of two sets of literacy practices: a) requirements from the academic context and b) particularities of the community, to which is attributed a slightly more significant role in the community’s activity system. These results point to two constitutive features of CPVAE’s discourse: 1) as a search for new ways of scientific practice, "scientific research" (materialized in PhD dissertations, thesis, etc.) has, in the activity system of CPVAE, the same status as "art work/production" as they emphasize a subjective point of view and their interdiscursive nature (among science, visual arts, and education); and 2) the resistant discourse in relation to hegemonic discourses emphasizes the search for “novelty” and the coexistence of different perspectives (interdiscursivity), according to a post-modern discourse on science/research. By tensioning the existent paradigms, meeting great resistance from centripetal forces (BAKHTIN, 1952-1953/2003) in VAE, CPVAE finds itself in a state of “scientific revolution” (KHUN, 2012). By evidencing a detachment of CPVAE in relation to the epistemological organization of the disciplinary culture (VAE), our data suggest that academic genre analyses must not only consider the relation between text and context of the disciplinary culture at stake (p. ex., MOTTA-ROTH, 1995; HOOD, 2011), but also and especially the more particular context of the community of knowledge production. Thus, the thesis is that discursive genres associated to academic literacy practices and consequently to LPP processes in communities of knowledge production (as well as pedagogical proposals related to them) must be analyzed in their high degree of situationality (BARTON; HAMILTON, 2000), considering the particularities (associated to the epistemological organization and the system of activities) of the community of practice of which they are part.Este estudo (registro GAP/UFSM nº 034521) faz parte do projeto guarda-chuva PQ-CNPq Letramento acadêmico/científico e participação periférica legítima em comunidades de produção de conhecimento (registro CAAE/UFSM 21033613.2.0000.5346), coordenado pela professora Désirée Motta-Roth. A pesquisa tem por objetivo geral mapear as práticas de letramentos acadêmicos de uma comunidade de produção de conhecimento em Ensino de Artes Visuais (CPEAV), em uma universidade federal brasileira. Três questões são centrais a tal mapeamento: o sistema de atividades acadêmicas, os gêneros discursivos constitutivos dessas atividades e a participação periférica legítima (PPL) (LAVE; WENGER, 1991) dos participantes nesse sistema, a partir da análise de seus discursos sobre esses gêneros e essas atividades. Como parte do projeto guarda-chuva, adotamos os fundamentos teórico-metodológicos de duas perspectivas que se complementam: a de letramento crítico (CERVETTI; PARDALES; DAMICO, 2001) e a da Análise Crítica de Gênero (MEURER, 2002; BHATIA, 2004; MOTTA-ROTH, 2006; 2008), a qual inter-relaciona princípios e conceitos da Linguística Sistêmico-Funcional (p. ex. HALLIDAY, 1978; HALLIDAY; HASAN, 1989), da Sociorretórica (p. ex. MILLER, 1984; BAZERMAN, 1988; 2007; SWALES, 1990) e da Análise Crítica do Discurso (p. ex. FAIRCLOUGH, 1992). O corpus do estudo consiste em dois conjuntos referentes a análise do contexto e do texto. A análise com foco no contexto compreende textos gerados e/ou coletados a partir da observação participante (notas de campo) e análise documental em publicações, diretórios e plataformas de acesso público associados à CPEAV. No conjunto de dados referentes à análise com foco no texto, o corpus refere-se à transcrição de um dos encontros do GP/CPEAV, parte de um minicurso de aproximadamente 15h sobre escrita acadêmica, promovido por um dos participantes da comunidade, durante os dias 15 e 16 de maio de 2014. Os resultados da análise revelam a inter-relação de dois conjuntos de práticas de letramentos: a) requisitos do contexto acadêmico e b) especificidades da CPEAV, as quais é atribuído um papel ligeiramente mais central no sistema de atividades da comunidade. Esses resultados apontam para duas características constitutivas do discurso da CPEAV: 1) como busca por novas formas do fazer científico, a "pesquisa científica" (materializada em teses, dissertações, etc.) tem, no sistema de atividades da CPEAV, mesmo status que a "obra/produção artística" ao enfatizar o ponto de vista subjetivo e caráter interdiscursivo (entre ciência, AV e educação); e 2) o discurso de resistência aos discursos hegemônicos enfatiza a busca pelo "novo" e a coexistência de perspectivas diferentes (interdiscursividade), seguindo um discurso pós-moderno sobre ciência/pesquisa. Ao tensionar os paradigmas existentes, encontrando grande resistência das forças centrípetas (BAKHTIN, 1952-1953/2003) em EAV, a CPEAV se encontra em um estado de “revolução científica” (KHUN, 2012). Ao evidenciarem um distanciamento da CPEAV em relação à organização epistemológica da cultura disciplinar (EAV), nossos dados sugerem que as análises de gêneros acadêmicos devem não apenas considerar a relação entre o texto e o contexto da cultura disciplinar em questão (p. ex., MOTTA-ROTH, 1995; HOOD, 2011), mas também e especialmente o contexto mais particular da comunidade de produção de conhecimento. Assim, a tese é de que gêneros discursivos associados a práticas de letramentos acadêmicos e, consequentemente, aos processos de PPL em comunidades de produção de conhecimento (bem como propostas pedagógicas associadas a eles) devem ser analisados a partir de seu alto grau de situacionalidade (BARTON; HAMILTON, 2000), considerando as particularidades (associadas à organização epistemológica e ao sistema de atividades) da comunidade de prática da qual fazem parte.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/openAccessLletramentos acadêmicosCulturas disciplinaresParticipação periférica legítimaComunidade de prática em EAVAcademic literaciesDisciplinary culturesLegitimate peripheral participationCommunity of practice in VAECNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS“Garrando nojo do powerpoint”: discursos sobre práticas de letramentos acadêmicos em uma comunidade de prática em ensino de artes visuais“Getting sick of powerpoint”: discourses on academic literacy practices in a community of practice in visual arts educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisMotta-Roth, Désiréehttp://lattes.cnpq.br/1041903940850268Ferreira, Marília Mendeshttp://lattes.cnpq.br/6959487280469762Cristóvão, Vera Lúcia Lopeshttp://lattes.cnpq.br/1931255173410776Oliveira, Marilda Oliveira dehttp://lattes.cnpq.br/7835230852202032Ticks, Luciane Kirchhofhttp://lattes.cnpq.br/7272164343733019http://lattes.cnpq.br/4163079636941328Scherer, Anelise Scotti8002000000016005702fbed-206d-47ae-9f50-96c7ed3ce9d34d687cc5-a20a-4f01-b9c8-530d730f203a26650c40-1b6f-4a7d-bdd5-a67ea02efcb250f9805d-7b81-4c39-8589-41614e50b4034d15f091-086e-48d7-88d8-edcbc168614f66b848e2-c3ca-4991-8f3c-f836c0e305f9reponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGLETRAS_2017_SCHERER_ANELISE.pdfTES_PPGLETRAS_2017_SCHERER_ANELISE.pdfTese de Doutoradoapplication/pdf3916579http://repositorio.ufsm.br/bitstream/1/13704/1/TES_PPGLETRAS_2017_SCHERER_ANELISE.pdf19d2a4e455fdac23a48b9a900d11321cMD51LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
“Garrando nojo do powerpoint”: discursos sobre práticas de letramentos acadêmicos em uma comunidade de prática em ensino de artes visuais |
dc.title.alternative.eng.fl_str_mv |
“Getting sick of powerpoint”: discourses on academic literacy practices in a community of practice in visual arts education |
title |
“Garrando nojo do powerpoint”: discursos sobre práticas de letramentos acadêmicos em uma comunidade de prática em ensino de artes visuais |
spellingShingle |
“Garrando nojo do powerpoint”: discursos sobre práticas de letramentos acadêmicos em uma comunidade de prática em ensino de artes visuais Scherer, Anelise Scotti Lletramentos acadêmicos Culturas disciplinares Participação periférica legítima Comunidade de prática em EAV Academic literacies Disciplinary cultures Legitimate peripheral participation Community of practice in VAE CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
“Garrando nojo do powerpoint”: discursos sobre práticas de letramentos acadêmicos em uma comunidade de prática em ensino de artes visuais |
title_full |
“Garrando nojo do powerpoint”: discursos sobre práticas de letramentos acadêmicos em uma comunidade de prática em ensino de artes visuais |
title_fullStr |
“Garrando nojo do powerpoint”: discursos sobre práticas de letramentos acadêmicos em uma comunidade de prática em ensino de artes visuais |
title_full_unstemmed |
“Garrando nojo do powerpoint”: discursos sobre práticas de letramentos acadêmicos em uma comunidade de prática em ensino de artes visuais |
title_sort |
“Garrando nojo do powerpoint”: discursos sobre práticas de letramentos acadêmicos em uma comunidade de prática em ensino de artes visuais |
author |
Scherer, Anelise Scotti |
author_facet |
Scherer, Anelise Scotti |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Motta-Roth, Désirée |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1041903940850268 |
dc.contributor.referee1.fl_str_mv |
Ferreira, Marília Mendes |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6959487280469762 |
dc.contributor.referee2.fl_str_mv |
Cristóvão, Vera Lúcia Lopes |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1931255173410776 |
dc.contributor.referee3.fl_str_mv |
Oliveira, Marilda Oliveira de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/7835230852202032 |
dc.contributor.referee4.fl_str_mv |
Ticks, Luciane Kirchhof |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/7272164343733019 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4163079636941328 |
dc.contributor.author.fl_str_mv |
Scherer, Anelise Scotti |
contributor_str_mv |
Motta-Roth, Désirée Ferreira, Marília Mendes Cristóvão, Vera Lúcia Lopes Oliveira, Marilda Oliveira de Ticks, Luciane Kirchhof |
dc.subject.por.fl_str_mv |
Lletramentos acadêmicos Culturas disciplinares Participação periférica legítima Comunidade de prática em EAV |
topic |
Lletramentos acadêmicos Culturas disciplinares Participação periférica legítima Comunidade de prática em EAV Academic literacies Disciplinary cultures Legitimate peripheral participation Community of practice in VAE CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Academic literacies Disciplinary cultures Legitimate peripheral participation Community of practice in VAE |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
This study (register GAP/UFSM n. 034521) is part of the umbrella project PQ-CNPq Letramento acadêmico/científico e participação periférica legítima em comunidades de produção de conhecimento (register CAAE/UFSM 21033613.2.0000.5346), coordinated by professor Désirée Motta-Roth. Its objective is to map academic literacy practices of a community of knowledge production in Visual Art Education (CPVAE) in a Brazilian federal university. Three issues are central to this mapping: system of academic activities, discursive genres that constitute these activities and the participants’ legitimate peripheral participation (LPP) (LAVE; WENGER, 1991) in this system through the analysis of their discourses on the genres and activities. As part of the umbrella project, we adopt the theoretical and methodological framework of two associated approaches: critical literacies (CERVETTI; PARDALES; DAMICO, 2001) and Critical Genre Analysis (MEURER, 2002; BHATIA, 2004; MOTTA-ROTH, 2006; 2008), which inter-relate principles and concepts of Systemic-Functional Linguistics (p. ex. HALLIDAY, 1978; HALLIDAY; HASAN, 1989), Socio-Rhetorics (p. ex. MILLER, 1984; BAZERMAN, 1988; 2007; SWALES, 1990), and Critical Discourse Analysis (p. ex. FAIRCLOUGH, 1992). The corpus of this study consists of two sets concerning context and text analysis. The analysis focused on context comprehends texts generated and/or selected through participant observation (field notes) and documentary analysis of online publications, directories, and database associated to the CPVAE. In the set of data concerning text analysis, the corpus refers to the transcription of one of the GP/CPVAE encounters, part of a workshop of approximately 15 hours on academic writing, promoted by one of the community participants, on May 15th and 16th 2014. The analysis results reveal an interconnection of two sets of literacy practices: a) requirements from the academic context and b) particularities of the community, to which is attributed a slightly more significant role in the community’s activity system. These results point to two constitutive features of CPVAE’s discourse: 1) as a search for new ways of scientific practice, "scientific research" (materialized in PhD dissertations, thesis, etc.) has, in the activity system of CPVAE, the same status as "art work/production" as they emphasize a subjective point of view and their interdiscursive nature (among science, visual arts, and education); and 2) the resistant discourse in relation to hegemonic discourses emphasizes the search for “novelty” and the coexistence of different perspectives (interdiscursivity), according to a post-modern discourse on science/research. By tensioning the existent paradigms, meeting great resistance from centripetal forces (BAKHTIN, 1952-1953/2003) in VAE, CPVAE finds itself in a state of “scientific revolution” (KHUN, 2012). By evidencing a detachment of CPVAE in relation to the epistemological organization of the disciplinary culture (VAE), our data suggest that academic genre analyses must not only consider the relation between text and context of the disciplinary culture at stake (p. ex., MOTTA-ROTH, 1995; HOOD, 2011), but also and especially the more particular context of the community of knowledge production. Thus, the thesis is that discursive genres associated to academic literacy practices and consequently to LPP processes in communities of knowledge production (as well as pedagogical proposals related to them) must be analyzed in their high degree of situationality (BARTON; HAMILTON, 2000), considering the particularities (associated to the epistemological organization and the system of activities) of the community of practice of which they are part. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-02-23 |
dc.date.accessioned.fl_str_mv |
2018-07-09T16:25:57Z |
dc.date.available.fl_str_mv |
2018-07-09T16:25:57Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/13704 |
url |
http://repositorio.ufsm.br/handle/1/13704 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
800200000001 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
5702fbed-206d-47ae-9f50-96c7ed3ce9d3 4d687cc5-a20a-4f01-b9c8-530d730f203a 26650c40-1b6f-4a7d-bdd5-a67ea02efcb2 50f9805d-7b81-4c39-8589-41614e50b403 4d15f091-086e-48d7-88d8-edcbc168614f 66b848e2-c3ca-4991-8f3c-f836c0e305f9 |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Artes e Letras |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Letras |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Letras |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Artes e Letras |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional Manancial UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Repositório Institucional Manancial UFSM |
collection |
Repositório Institucional Manancial UFSM |
bitstream.url.fl_str_mv |
http://repositorio.ufsm.br/bitstream/1/13704/1/TES_PPGLETRAS_2017_SCHERER_ANELISE.pdf http://repositorio.ufsm.br/bitstream/1/13704/3/license.txt http://repositorio.ufsm.br/bitstream/1/13704/2/license_rdf http://repositorio.ufsm.br/bitstream/1/13704/4/TES_PPGLETRAS_2017_SCHERER_ANELISE.pdf.txt http://repositorio.ufsm.br/bitstream/1/13704/5/TES_PPGLETRAS_2017_SCHERER_ANELISE.pdf.jpg |
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MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional Manancial UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
ouvidoria@ufsm.br |
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1808854703507767296 |