Os multiletramentos na formação continuada: uma pesquisa-ação crítica colaborativa com tecnologias digitais de informação e comunicação
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/4799 |
Resumo: | One of the school's objectives, according to the National Common Curricular Base (BRASIL, 2017), besides regard to the teaching of the Portuguese language, is to provide students with the development of skills and abilities so that they understand and use information and communication technologies in different social practices, with different languages and media. In this context, it is necessary to consider social practices in digital media and the need to develop in students the skills and abilities to establish discursive communication, considering the cultural plurality and multisemiosis of contemporary texts. For this, the task of teaching the Portuguese language needs to be rethought in order to address these needs, that is, in addition to literacies, the importance of developing multiliteracies is notorious, which are characterized by addressing the cultural multiplicity of populations and the semiotic multiplicity of text constitution (ROJO, 2012). Therefore, the knowledge about the countless possibilities that digital information and communication technologies offer, can contribute to take advantage of these potentialities in Portuguese language classes. In this perspective, this research has as theme the new technologies and the continuous formation and as a delimitation of this theme the collaborative critical action-research and the digital technologies of information and communication for teachers of Portuguese Language of the initial years of Elementary School, aiming at the development of textual production from the perspective of multiliteracies. The question that guides our research consists of: Do the multi-courses in continuing education for teachers in the early years of elementary school, represent a possibility for reflection on their pedagogical practices and cause the incorporation of new teaching possibilities? The general objective of this research is to develop continuing education for teachers in the early years of elementary school, anchored in the perspective of multi-elements, considering the use of digital information and communication technologies in the teaching of the Portuguese language. For data generation, we used the following instruments: initial and final questionnaire; audio recordings; logbook (field) and document analysis. This is a research that is inserted in the field of Applied Linguistics (LA) and also a qualitative research, of the interpretative type. There is an ethnographic and collaborative nature, as it does not intend only to describe the researched environment, but also to promote changes. The research method used was the action research modality, which has theory linked to practice, that is, it investigates and produces knowledge at the same time that it carries out an educational process to face the studied reality (MINAYO, 2004, 2001; ESTEBAN, 2010; TRIVIÑOS, 1987; DE GRANDE, 2010; BORTONIRICARDO, 2008; ANDRÉ, 2012; ENGEL, 2000; GIL, 2008). It also presents the perspective of critical collaborative research, in which we accompany two professors, in the elaboration and execution of their pedagogical proposals, thus creating possibilities to question, expand and expand concepts and practices (PIMENTA, 2005; MAGALHÃES, 2006, 2004; COELHO, 2011 ; CELANI, 2003; FERREIRA and IBIAPINA, 2011). The theoretical foundation of this research is based on the Bakhtinian precepts of language, understanding it in an interactionist and dialogical perspective (BAKHTIN, 2003; BAKHTIN / VOLOCHINOV, 1988 [1929]). The discourse genre as materialization of language and, therefore, the object of language teaching. The production of text was also conceived, in this interactionist and dialogical perspective (BAKHTIN, 2003; GERALDI, 1991, 1984; MENEGASSI, 2010; COSTA-HÜBES, 2012;). For teaching the discursive genre, we list the teaching sequence that constitutes a possibility of articulation between the social practices of language use and language teaching (DOLZ, NOVERRAZ, SCHNEUWLY, 2004; COSTA-HÜBES, 2008). The data generated in this investigation were obtained during a continuous training, with 21 teachers, subjects of this research and of the reflexive sessions that occurred with two of these teachers. The results point 9 to the importance of investing in continuing education for teachers, in order to instrumentalize them for the insertion of the resources of digital information and communication technologies in the teaching of the Portuguese language, in the early years of elementary school, as well as in research collaborative, as a form of direct participation between researcher and research subjects, so that both can reflect on the teaching and learning process. We believe that this research can contribute to the continuing education of other teachers, including other teaching modalities. |
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Castela, Greice da Silvahttp://lattes.cnpq.br/8222797033532931Busse, Sanimarhttp://lattes.cnpq.br/6743779015422687Costa-Hubes, Terezinha da Conceiçãohttp://lattes.cnpq.br/5764532456858431Santos, Maria Elena Pireshttp://lattes.cnpq.br/9605825897881271Saleh, Pascoalina Bailon de Oliveirahttp://lattes.cnpq.br/0801180629816075Carlos, Valeska Graciosohttp://lattes.cnpq.br/5305551484510716http://lattes.cnpq.br/0271209792055564Meotti, Madalena Benazzi2020-06-03T14:43:32Z2020-05-08MEOTTI, Madalena Benazzi. Os multiletramentos na formação continuada: uma pesquisa-ação crítica colaborativa com tecnologias digitais de informação e comunicação. 2020. 328 f. Tese( Doutorado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel PR.http://tede.unioeste.br/handle/tede/4799One of the school's objectives, according to the National Common Curricular Base (BRASIL, 2017), besides regard to the teaching of the Portuguese language, is to provide students with the development of skills and abilities so that they understand and use information and communication technologies in different social practices, with different languages and media. In this context, it is necessary to consider social practices in digital media and the need to develop in students the skills and abilities to establish discursive communication, considering the cultural plurality and multisemiosis of contemporary texts. For this, the task of teaching the Portuguese language needs to be rethought in order to address these needs, that is, in addition to literacies, the importance of developing multiliteracies is notorious, which are characterized by addressing the cultural multiplicity of populations and the semiotic multiplicity of text constitution (ROJO, 2012). Therefore, the knowledge about the countless possibilities that digital information and communication technologies offer, can contribute to take advantage of these potentialities in Portuguese language classes. In this perspective, this research has as theme the new technologies and the continuous formation and as a delimitation of this theme the collaborative critical action-research and the digital technologies of information and communication for teachers of Portuguese Language of the initial years of Elementary School, aiming at the development of textual production from the perspective of multiliteracies. The question that guides our research consists of: Do the multi-courses in continuing education for teachers in the early years of elementary school, represent a possibility for reflection on their pedagogical practices and cause the incorporation of new teaching possibilities? The general objective of this research is to develop continuing education for teachers in the early years of elementary school, anchored in the perspective of multi-elements, considering the use of digital information and communication technologies in the teaching of the Portuguese language. For data generation, we used the following instruments: initial and final questionnaire; audio recordings; logbook (field) and document analysis. This is a research that is inserted in the field of Applied Linguistics (LA) and also a qualitative research, of the interpretative type. There is an ethnographic and collaborative nature, as it does not intend only to describe the researched environment, but also to promote changes. The research method used was the action research modality, which has theory linked to practice, that is, it investigates and produces knowledge at the same time that it carries out an educational process to face the studied reality (MINAYO, 2004, 2001; ESTEBAN, 2010; TRIVIÑOS, 1987; DE GRANDE, 2010; BORTONIRICARDO, 2008; ANDRÉ, 2012; ENGEL, 2000; GIL, 2008). It also presents the perspective of critical collaborative research, in which we accompany two professors, in the elaboration and execution of their pedagogical proposals, thus creating possibilities to question, expand and expand concepts and practices (PIMENTA, 2005; MAGALHÃES, 2006, 2004; COELHO, 2011 ; CELANI, 2003; FERREIRA and IBIAPINA, 2011). The theoretical foundation of this research is based on the Bakhtinian precepts of language, understanding it in an interactionist and dialogical perspective (BAKHTIN, 2003; BAKHTIN / VOLOCHINOV, 1988 [1929]). The discourse genre as materialization of language and, therefore, the object of language teaching. The production of text was also conceived, in this interactionist and dialogical perspective (BAKHTIN, 2003; GERALDI, 1991, 1984; MENEGASSI, 2010; COSTA-HÜBES, 2012;). For teaching the discursive genre, we list the teaching sequence that constitutes a possibility of articulation between the social practices of language use and language teaching (DOLZ, NOVERRAZ, SCHNEUWLY, 2004; COSTA-HÜBES, 2008). The data generated in this investigation were obtained during a continuous training, with 21 teachers, subjects of this research and of the reflexive sessions that occurred with two of these teachers. The results point 9 to the importance of investing in continuing education for teachers, in order to instrumentalize them for the insertion of the resources of digital information and communication technologies in the teaching of the Portuguese language, in the early years of elementary school, as well as in research collaborative, as a form of direct participation between researcher and research subjects, so that both can reflect on the teaching and learning process. We believe that this research can contribute to the continuing education of other teachers, including other teaching modalities.Um dos objetivos da escola, de acordo com a Base Nacional Comum Curricular (BRASIL, 2017), no que tange ao ensino da língua portuguesa, é proporcionar aos alunos o desenvolvimento de competências e habilidades para que compreendam e utilizem as tecnologias de informação e comunicação nas diversas práticas sociais, com diferentes linguagens e mídias. Nesse contexto, há que se considerarem as práticas sociais nos meios digitais e a necessidade de se desenvolverem nos educandos competências e habilidades para estabelecerem a comunicação discursiva, considerando a pluralidade cultural e a multissemiose dos textos contemporâneos. Para isso, a tarefa de ensino da língua portuguesa precisa ser repensada no intuito de contemplar tais necessidades, ou seja, além dos letramentos, é notória a importância de se desenvolverem os multiletramentos, os quais se caracterizam por abordar a multiplicidade cultural das populações e a multiplicidade semiótica de constituição dos textos (ROJO, 2012). Diante disso, o conhecimento sobre as inúmeras possibilidades que as tecnologias digitais de informação e comunicação oferecem pode contribuir para aproveitar essas potencialidades nas aulas de Língua Portuguesa. Nessa perspectiva, esta pesquisa tem por tema as novas tecnologias e a formação continuada e como delimitação dessa temática a pesquisa-ação crítica colaborativa e as tecnologias digitais de informação e comunicação para professores de língua portuguesa dos anos iniciais do Ensino Fundamental, visando ao desenvolvimento da produção textual na perspectiva dos multiletramentos. A pergunta que norteia a nossa pesquisa consiste em: Os multiletramentos, na formação continuada para professores dos anos iniciais do Ensino Fundamental, representam uma possibilidade de reflexão sobre suas práticas pedagógicas e suscita a incorporação de novas possibilidades de ensino? O objetivo geral desta pesquisa consiste em analisar o processo de desenvolvimento da formação continuada para professores dos anos iniciais do Ensino Fundamental, ancorada na perspectiva dos multiletramentos, observando os efeitos da pesquisa-ação crítica colaborativa nas práticas multiletradas. Para a geração de dados, valemo-nos dos seguintes instrumentos: questionário inicial e final; gravações em áudio; diário de bordo (campo) e análise documental. Esta é uma pesquisa que se insere no campo da Linguística Aplicada (LA) e também uma pesquisa qualitativa, do tipo interpretativista. É etnográfica e colaborativa por não pretender somente descrever o ambiente pesquisado, mas promover mudanças também. O método de investigação utilizado foi a modalidade de pesquisa-ação, que tem a teoria vinculada à prática, ou seja, investiga e produz conhecimento ao mesmo tempo que realiza um processo educativo de enfrentamento da realidade estudada (ANDRÉ, 2012; ESTEBAN, 2010; DE GRANDE, 2010; BORTONI-RICARDO, 2008; GIL, 2008; MINAYO, 2004, 2001; ENGEL, 2000; TRIVIÑOS, 1987). Apresenta também a perspectiva de investigação crítica colaborativa, em que acompanhamos dois docentes na elaboração e execução de suas propostas pedagógicas, criando assim possibilidades de questionar, expandir e ampliar conceitos e práticas (FERREIRA e IBIAPINA, 2011; COELHO, 2011; MAGALHÃES, 2006; PIMENTA, 2005; 2004; CELANI, 2003). A fundamentação teórica desta pesquisa pauta-se nos preceitos bakhtinianos de linguagem, compreendendo-a numa perspectiva interacionista e dialógica (BAKHTIN, 2003[1979]; BAKHTIN/VOLOCHINOV, 1988[1929]) e no gênero do discurso 7 como materialização da linguagem e, portanto, objeto de ensino da língua. A produção de texto também foi concebida nessa perspectiva interacionista e dialógica (COSTA-HÜBES, 2012; MENEGASSI, 2010; BAKHTIN, 2003[1979]; GERALDI, 1991, 1984). Para o ensino do gênero discursivo, elencamos a sequência didática que se constitui numa possibilidade de articulação entre as práticas sociais de uso da linguagem e o ensino da língua (COSTA-HÜBES, 2008; DOLZ, NOVERRAZ, SCHNEUWLY, 2004;). Os dados gerados nesta investigação foram obtidos durante uma formação continuada, com 21 docentes, sujeitos desta pesquisa, e das sessões reflexivas que ocorreram com duas dessas professoras. Os resultados apontam para a importância de se investir na formação continuada para professores, no sentido de instrumentalizá-los para a inserção dos recursos das tecnologias digitais de informação e comunicação no ensino da língua portuguesa, nos anos iniciais do Ensino Fundamental, assim como na pesquisa colaborativa, como forma de participação direta entre pesquisador e sujeitos da pesquisa, a fim de que ambos possam refletir sobre o processo de ensino e aprendizagem. Consideramos que esta pesquisa poderá contribuir na formação continuada de outros professores, inclusive em outras modalidades de ensino.Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2020-06-03T14:43:32Z No. of bitstreams: 2 Madalena Benazzi Meotti.pdf: 10050298 bytes, checksum: a9eeb5fb38e9e6764cfbf23ab0e092b1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2020-06-03T14:43:32Z (GMT). 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dc.title.por.fl_str_mv |
Os multiletramentos na formação continuada: uma pesquisa-ação crítica colaborativa com tecnologias digitais de informação e comunicação |
dc.title.alternative.eng.fl_str_mv |
The multiliteracies in continuing education: a collaborative critical action research with digital information and communication technologies |
title |
Os multiletramentos na formação continuada: uma pesquisa-ação crítica colaborativa com tecnologias digitais de informação e comunicação |
spellingShingle |
Os multiletramentos na formação continuada: uma pesquisa-ação crítica colaborativa com tecnologias digitais de informação e comunicação Meotti, Madalena Benazzi Multiletramentos Formação continuada Pesquisa-ação crítica colaborativa Tecnologias Digitais de Informação e Comunicação Multiliteracies Continuing education Critical collaborative action research Digital Information and Communication Technologies CIENCIAS HUMANAS |
title_short |
Os multiletramentos na formação continuada: uma pesquisa-ação crítica colaborativa com tecnologias digitais de informação e comunicação |
title_full |
Os multiletramentos na formação continuada: uma pesquisa-ação crítica colaborativa com tecnologias digitais de informação e comunicação |
title_fullStr |
Os multiletramentos na formação continuada: uma pesquisa-ação crítica colaborativa com tecnologias digitais de informação e comunicação |
title_full_unstemmed |
Os multiletramentos na formação continuada: uma pesquisa-ação crítica colaborativa com tecnologias digitais de informação e comunicação |
title_sort |
Os multiletramentos na formação continuada: uma pesquisa-ação crítica colaborativa com tecnologias digitais de informação e comunicação |
author |
Meotti, Madalena Benazzi |
author_facet |
Meotti, Madalena Benazzi |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Castela, Greice da Silva |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8222797033532931 |
dc.contributor.advisor-co1.fl_str_mv |
Busse, Sanimar |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/6743779015422687 |
dc.contributor.referee1.fl_str_mv |
Costa-Hubes, Terezinha da Conceição |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5764532456858431 |
dc.contributor.referee2.fl_str_mv |
Santos, Maria Elena Pires |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9605825897881271 |
dc.contributor.referee3.fl_str_mv |
Saleh, Pascoalina Bailon de Oliveira |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/0801180629816075 |
dc.contributor.referee4.fl_str_mv |
Carlos, Valeska Gracioso |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/5305551484510716 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0271209792055564 |
dc.contributor.author.fl_str_mv |
Meotti, Madalena Benazzi |
contributor_str_mv |
Castela, Greice da Silva Busse, Sanimar Costa-Hubes, Terezinha da Conceição Santos, Maria Elena Pires Saleh, Pascoalina Bailon de Oliveira Carlos, Valeska Gracioso |
dc.subject.por.fl_str_mv |
Multiletramentos Formação continuada Pesquisa-ação crítica colaborativa Tecnologias Digitais de Informação e Comunicação |
topic |
Multiletramentos Formação continuada Pesquisa-ação crítica colaborativa Tecnologias Digitais de Informação e Comunicação Multiliteracies Continuing education Critical collaborative action research Digital Information and Communication Technologies CIENCIAS HUMANAS |
dc.subject.eng.fl_str_mv |
Multiliteracies Continuing education Critical collaborative action research Digital Information and Communication Technologies |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS |
description |
One of the school's objectives, according to the National Common Curricular Base (BRASIL, 2017), besides regard to the teaching of the Portuguese language, is to provide students with the development of skills and abilities so that they understand and use information and communication technologies in different social practices, with different languages and media. In this context, it is necessary to consider social practices in digital media and the need to develop in students the skills and abilities to establish discursive communication, considering the cultural plurality and multisemiosis of contemporary texts. For this, the task of teaching the Portuguese language needs to be rethought in order to address these needs, that is, in addition to literacies, the importance of developing multiliteracies is notorious, which are characterized by addressing the cultural multiplicity of populations and the semiotic multiplicity of text constitution (ROJO, 2012). Therefore, the knowledge about the countless possibilities that digital information and communication technologies offer, can contribute to take advantage of these potentialities in Portuguese language classes. In this perspective, this research has as theme the new technologies and the continuous formation and as a delimitation of this theme the collaborative critical action-research and the digital technologies of information and communication for teachers of Portuguese Language of the initial years of Elementary School, aiming at the development of textual production from the perspective of multiliteracies. The question that guides our research consists of: Do the multi-courses in continuing education for teachers in the early years of elementary school, represent a possibility for reflection on their pedagogical practices and cause the incorporation of new teaching possibilities? The general objective of this research is to develop continuing education for teachers in the early years of elementary school, anchored in the perspective of multi-elements, considering the use of digital information and communication technologies in the teaching of the Portuguese language. For data generation, we used the following instruments: initial and final questionnaire; audio recordings; logbook (field) and document analysis. This is a research that is inserted in the field of Applied Linguistics (LA) and also a qualitative research, of the interpretative type. There is an ethnographic and collaborative nature, as it does not intend only to describe the researched environment, but also to promote changes. The research method used was the action research modality, which has theory linked to practice, that is, it investigates and produces knowledge at the same time that it carries out an educational process to face the studied reality (MINAYO, 2004, 2001; ESTEBAN, 2010; TRIVIÑOS, 1987; DE GRANDE, 2010; BORTONIRICARDO, 2008; ANDRÉ, 2012; ENGEL, 2000; GIL, 2008). It also presents the perspective of critical collaborative research, in which we accompany two professors, in the elaboration and execution of their pedagogical proposals, thus creating possibilities to question, expand and expand concepts and practices (PIMENTA, 2005; MAGALHÃES, 2006, 2004; COELHO, 2011 ; CELANI, 2003; FERREIRA and IBIAPINA, 2011). The theoretical foundation of this research is based on the Bakhtinian precepts of language, understanding it in an interactionist and dialogical perspective (BAKHTIN, 2003; BAKHTIN / VOLOCHINOV, 1988 [1929]). The discourse genre as materialization of language and, therefore, the object of language teaching. The production of text was also conceived, in this interactionist and dialogical perspective (BAKHTIN, 2003; GERALDI, 1991, 1984; MENEGASSI, 2010; COSTA-HÜBES, 2012;). For teaching the discursive genre, we list the teaching sequence that constitutes a possibility of articulation between the social practices of language use and language teaching (DOLZ, NOVERRAZ, SCHNEUWLY, 2004; COSTA-HÜBES, 2008). The data generated in this investigation were obtained during a continuous training, with 21 teachers, subjects of this research and of the reflexive sessions that occurred with two of these teachers. The results point 9 to the importance of investing in continuing education for teachers, in order to instrumentalize them for the insertion of the resources of digital information and communication technologies in the teaching of the Portuguese language, in the early years of elementary school, as well as in research collaborative, as a form of direct participation between researcher and research subjects, so that both can reflect on the teaching and learning process. We believe that this research can contribute to the continuing education of other teachers, including other teaching modalities. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-06-03T14:43:32Z |
dc.date.issued.fl_str_mv |
2020-05-08 |
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.citation.fl_str_mv |
MEOTTI, Madalena Benazzi. Os multiletramentos na formação continuada: uma pesquisa-ação crítica colaborativa com tecnologias digitais de informação e comunicação. 2020. 328 f. Tese( Doutorado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel PR. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/4799 |
identifier_str_mv |
MEOTTI, Madalena Benazzi. Os multiletramentos na formação continuada: uma pesquisa-ação crítica colaborativa com tecnologias digitais de informação e comunicação. 2020. 328 f. Tese( Doutorado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel PR. |
url |
http://tede.unioeste.br/handle/tede/4799 |
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por |
language |
por |
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8447345070736321569 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
6678066452762177366 |
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5653018110556964051 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Letras |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação, Comunicação e Artes |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.source.none.fl_str_mv |
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UNIOESTE |
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UNIOESTE |
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