Multiletramentos no PIBID de Letras da Universidade Federal do Tocantins: caminhando para práticas sociais inovadoras
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Diversitas Journal |
Texto Completo: | https://diversitasjournal.com.br/diversitas_journal/article/view/1517 |
Resumo: | ABSTRACT: Pibid 2018-2020 provided students in the early periods of undergraduate teaching courses to start a connection with public schools. Our Pibid on Undergraduate Language Teaching course at the Federal University of Tocantins, in Porto Nacional promoted the contact of undergraduates with the ruling documents of Brazil’s basic national education, mainly in the languages area, more specifically in Portuguese and English [LDBN (BRAZIL, 2017), PCNs (BRAZIL, 1998), BNCC (BRAZIL, 2017)]. They also studied and worked with discursive genres applying didactic sequences (DOLZ; NOVERRAZ; SCHNEUWLY, 2004) in a multiliteracies approach as prescribed by BNCC (BRAZIL, 2017). Working on multimodal reading and writing practices along with digital technologies is essential in shaping critical citizens prepared to continually learn and deal with transformations in learning and in their relationship with the world. Our project has sought to develop DSs in cycles of four two-and-a-half-hour workshops in three elementary schools in the municipality. Groups of three to five undergraduates performed collaborative and transdisciplinary work assisting up to ten students in the appropriation of reading and writing various genres: musical and visual parodies, memes, cartoons, lyrics, social critical poems, news blogs, graphic and digital comics, as well as canonical discursive genres, such as literary memories and chronicles. We have noticed some resistance from a few of the program participants, both from supervisors, who were experienced teachers, as well as from Pibidians, who were students at the beginning of college, in using digital reading and writing production resources implanted in Pibid. On the other hand, the more multimodal and critical the activities were the higher the receptivity in schools our students met. The whole group involved could observe the social impact of their teaching and learning work as well as their improvement as teachers to be, despite their individual difficulties or the lack of resources at schools (fans, air conditioning, snacks, computers, wifi connection and other materials). KEYWORDS: Teacher education, Language learning and teaching, Didatic sequences. |
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Multiletramentos no PIBID de Letras da Universidade Federal do Tocantins: caminhando para práticas sociais inovadorasABSTRACT: Pibid 2018-2020 provided students in the early periods of undergraduate teaching courses to start a connection with public schools. Our Pibid on Undergraduate Language Teaching course at the Federal University of Tocantins, in Porto Nacional promoted the contact of undergraduates with the ruling documents of Brazil’s basic national education, mainly in the languages area, more specifically in Portuguese and English [LDBN (BRAZIL, 2017), PCNs (BRAZIL, 1998), BNCC (BRAZIL, 2017)]. They also studied and worked with discursive genres applying didactic sequences (DOLZ; NOVERRAZ; SCHNEUWLY, 2004) in a multiliteracies approach as prescribed by BNCC (BRAZIL, 2017). Working on multimodal reading and writing practices along with digital technologies is essential in shaping critical citizens prepared to continually learn and deal with transformations in learning and in their relationship with the world. Our project has sought to develop DSs in cycles of four two-and-a-half-hour workshops in three elementary schools in the municipality. Groups of three to five undergraduates performed collaborative and transdisciplinary work assisting up to ten students in the appropriation of reading and writing various genres: musical and visual parodies, memes, cartoons, lyrics, social critical poems, news blogs, graphic and digital comics, as well as canonical discursive genres, such as literary memories and chronicles. We have noticed some resistance from a few of the program participants, both from supervisors, who were experienced teachers, as well as from Pibidians, who were students at the beginning of college, in using digital reading and writing production resources implanted in Pibid. On the other hand, the more multimodal and critical the activities were the higher the receptivity in schools our students met. The whole group involved could observe the social impact of their teaching and learning work as well as their improvement as teachers to be, despite their individual difficulties or the lack of resources at schools (fans, air conditioning, snacks, computers, wifi connection and other materials). KEYWORDS: Teacher education, Language learning and teaching, Didatic sequences.RESUMO: O Pibid 2018-2020 previa a participação de discentes dos semestres iniciais dos cursos de licenciatura na escola pública. Procuramos no Pibid do curso de Letras da Universidade Federal do Tocantins, no campus de Porto Nacional, promover o contato dos licenciandos iniciantes com os documentos reguladores do ensino básico, especialmente na área de linguagens, mais especificamente em língua Portuguesa e em Língua Inglesa [LDBN (BRASIL, 2017), PCNs (BRASIL, 1998), BNCC (BRASIL, 2017)], bem como com o trabalho com gêneros discursivos através de sequências didáticas (DOLZ; NOVERRAZ; SCHNEUWLY, 2004) e com os multiletramentos (COPE; KALANTZIS, 2012) conforme previsto na BNCC (BRASIL, 2017). Trabalhar práticas de leitura e escrita multimodais aliadas às tecnologias digitais torna-se fundamental na formação de cidadãos críticos preparados para aprender continuamente e para lidar com as transformações nas relações com o mundo e com a aprendizagem. Nosso projeto buscou desenvolver SDs em ciclos de quatro oficinas de duas horas e meia cada no ensino fundamental no município. Os Pibidianos, divididos em grupos de três a cinco, realizaram trabalho colaborativo e transdisciplinar atendendo até 10 estudantes na apropriação de leitura e escrita de diversos gêneros: paródias musicais e visuais, memes, poemas sociais, charges, tirinhas, letras de música, blogs jornalísticos, histórias em quadrinhos gráficas e em ambientes digitais, bem como gêneros discursivos canônicos, como memórias literárias e crônicas. Notamos certa resistência dos participantes do programa, tanto de supervisores, docentes experientes, como também de pibidianos, alunos em início de curso superior, ao utilizar recursos de leitura e produção de escrita digital implantados no PIBID. Por outro lado, encontramos receptividade dos alunos nas escolas quanto maior fosse a multimodalidade e criticidade das atividades propostas. Todo o grupo envolvido observou o impacto social de seu trabalho de ensino-aprendizagem e seu aprimoramento como docentes em formação, a despeito das dificuldades pessoais iniciais e da carência de recursos nas escolas (ventiladores, lanche, computadores, conexão wifi entre outros materiais). PALAVRAS-CHAVE: Formação de professores, Ensino-aprendizagem de línguas, Sequências didáticas.Universidade Estadual de Alagoas - Eduneal2020-10-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://diversitasjournal.com.br/diversitas_journal/article/view/151710.17648/diversitas-journal-v5i4-1517Diversitas Journal; v. 5 n. 4 (2020): Agricultura familiar: a base da economia latinoamericana; 3352-33772525-521510.17648/diversitas-journal-v5i4reponame:Diversitas Journalinstname:Universidade Estadual de Alagoas (UNEAL)instacron:UNEALporhttps://diversitasjournal.com.br/diversitas_journal/article/view/1517/1183Copyright (c) 2020 Adriana Carvalho Capuchinho, Rafael Lisboa da Silvahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCapuchinho, Adriana CarvalhoSilva, Rafael Lisboa da2021-08-19T17:43:56Zoai:ojs.emnuvens.com.br:article/1517Revistahttps://diversitasjournal.com.br/diversitas_journal/indexPUBhttps://www.e-publicacoes.uerj.br/index.php/muralinternacional/oairevistadiversitasjournal@gmail.com2525-52152525-5215opendoar:2023-01-13T09:47:16.318099Diversitas Journal - Universidade Estadual de Alagoas (UNEAL)false |
dc.title.none.fl_str_mv |
Multiletramentos no PIBID de Letras da Universidade Federal do Tocantins: caminhando para práticas sociais inovadoras |
title |
Multiletramentos no PIBID de Letras da Universidade Federal do Tocantins: caminhando para práticas sociais inovadoras |
spellingShingle |
Multiletramentos no PIBID de Letras da Universidade Federal do Tocantins: caminhando para práticas sociais inovadoras Capuchinho, Adriana Carvalho |
title_short |
Multiletramentos no PIBID de Letras da Universidade Federal do Tocantins: caminhando para práticas sociais inovadoras |
title_full |
Multiletramentos no PIBID de Letras da Universidade Federal do Tocantins: caminhando para práticas sociais inovadoras |
title_fullStr |
Multiletramentos no PIBID de Letras da Universidade Federal do Tocantins: caminhando para práticas sociais inovadoras |
title_full_unstemmed |
Multiletramentos no PIBID de Letras da Universidade Federal do Tocantins: caminhando para práticas sociais inovadoras |
title_sort |
Multiletramentos no PIBID de Letras da Universidade Federal do Tocantins: caminhando para práticas sociais inovadoras |
author |
Capuchinho, Adriana Carvalho |
author_facet |
Capuchinho, Adriana Carvalho Silva, Rafael Lisboa da |
author_role |
author |
author2 |
Silva, Rafael Lisboa da |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Capuchinho, Adriana Carvalho Silva, Rafael Lisboa da |
description |
ABSTRACT: Pibid 2018-2020 provided students in the early periods of undergraduate teaching courses to start a connection with public schools. Our Pibid on Undergraduate Language Teaching course at the Federal University of Tocantins, in Porto Nacional promoted the contact of undergraduates with the ruling documents of Brazil’s basic national education, mainly in the languages area, more specifically in Portuguese and English [LDBN (BRAZIL, 2017), PCNs (BRAZIL, 1998), BNCC (BRAZIL, 2017)]. They also studied and worked with discursive genres applying didactic sequences (DOLZ; NOVERRAZ; SCHNEUWLY, 2004) in a multiliteracies approach as prescribed by BNCC (BRAZIL, 2017). Working on multimodal reading and writing practices along with digital technologies is essential in shaping critical citizens prepared to continually learn and deal with transformations in learning and in their relationship with the world. Our project has sought to develop DSs in cycles of four two-and-a-half-hour workshops in three elementary schools in the municipality. Groups of three to five undergraduates performed collaborative and transdisciplinary work assisting up to ten students in the appropriation of reading and writing various genres: musical and visual parodies, memes, cartoons, lyrics, social critical poems, news blogs, graphic and digital comics, as well as canonical discursive genres, such as literary memories and chronicles. We have noticed some resistance from a few of the program participants, both from supervisors, who were experienced teachers, as well as from Pibidians, who were students at the beginning of college, in using digital reading and writing production resources implanted in Pibid. On the other hand, the more multimodal and critical the activities were the higher the receptivity in schools our students met. The whole group involved could observe the social impact of their teaching and learning work as well as their improvement as teachers to be, despite their individual difficulties or the lack of resources at schools (fans, air conditioning, snacks, computers, wifi connection and other materials). KEYWORDS: Teacher education, Language learning and teaching, Didatic sequences. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-10-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://diversitasjournal.com.br/diversitas_journal/article/view/1517 10.17648/diversitas-journal-v5i4-1517 |
url |
https://diversitasjournal.com.br/diversitas_journal/article/view/1517 |
identifier_str_mv |
10.17648/diversitas-journal-v5i4-1517 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://diversitasjournal.com.br/diversitas_journal/article/view/1517/1183 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Adriana Carvalho Capuchinho, Rafael Lisboa da Silva https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Adriana Carvalho Capuchinho, Rafael Lisboa da Silva https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Alagoas - Eduneal |
publisher.none.fl_str_mv |
Universidade Estadual de Alagoas - Eduneal |
dc.source.none.fl_str_mv |
Diversitas Journal; v. 5 n. 4 (2020): Agricultura familiar: a base da economia latinoamericana; 3352-3377 2525-5215 10.17648/diversitas-journal-v5i4 reponame:Diversitas Journal instname:Universidade Estadual de Alagoas (UNEAL) instacron:UNEAL |
instname_str |
Universidade Estadual de Alagoas (UNEAL) |
instacron_str |
UNEAL |
institution |
UNEAL |
reponame_str |
Diversitas Journal |
collection |
Diversitas Journal |
repository.name.fl_str_mv |
Diversitas Journal - Universidade Estadual de Alagoas (UNEAL) |
repository.mail.fl_str_mv |
revistadiversitasjournal@gmail.com |
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1797051278063304704 |