Transletramentos, saberes locais e era digital numa abordagem decolonial: tons, sentidos e perspectivas
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | https://tede.unioeste.br/handle/tede/6122 |
Resumo: | In contemporary society, Digital Information and Communication Technologies (DICTs) have taken a central position in the social practices of subjects, visibly transforming social relations. However, although these DICTs are present in practically all social spheres, at school it is still seen with some fear and, sometimes, ends up generating some conflicts. With that in mind, the theme chosen for this thesis was the relationship between transliterations, local knowledge and the digital age, in a context of learning Portuguese, in a decolonial approach. Thus, the objective of this study was to develop a critical-collaborative, qualitative and interpretive action-research, of an ethnographic nature, from a perspective of transliterations, in Portuguese Language classes, with students from the 3rd grade of High School, from Colégio Estadual Ayrton Senna da Silva, in Foz do Iguaçu, seeking to develop contextualized practices that would contribute to a citizen, critical and expanded formation of the teacher and students. To this end, the theoretical basis was the studies of Paulo Freire (2021a, 2021b), Rojo (2012, 2013, 2015, 2019), Thomas (2007), Walsh (2013), Moran (2015), Morin (2010), Kleiman (1998, 2006, 2008) among others. For the generation of records, a transliteration project was developed, involving decolonial pedagogical practices that valued local knowledge and in which students interacted through multisemiotic texts, developing a more critical and reflective look at reality itself. With this research it was possible to perceive that the teaching of Portuguese language focused on the local reality, considering the DICTs as part of this new social constitution, requires contextualized practices that involve texts made up of the most diverse semioses, allowing the student and the teacher to perceive themselves as unfinished subjects, in a constant process of identity (re)construction, having language as a central element for a citizen, critical and expanded education. |
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Santos, Maria Elena Pireshttp://lattes.cnpq.br/9605825897881271Rocha, Claudia Hilsdorfhttp://lattes.cnpq.br/0197460465060288Martiny, Franciele Mariahttp://lattes.cnpq.br/7583369787690987Dal Molin, Beatriz Helenahttp://lattes.cnpq.br/3457465179465183Castela, Greice da Silvahttp://lattes.cnpq.br/8222797033532931http://lattes.cnpq.br/4094481855356943Glasser, Adriane Elisa2022-07-20T13:03:29Z2022-05-13Glasser, Adriane Elisa. Transletramentos, saberes locais e era digital numa abordagem decolonial: tons, sentidos e perspectivas. 2022. 192 f. Tese( Doutorado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel, 2022.https://tede.unioeste.br/handle/tede/6122In contemporary society, Digital Information and Communication Technologies (DICTs) have taken a central position in the social practices of subjects, visibly transforming social relations. However, although these DICTs are present in practically all social spheres, at school it is still seen with some fear and, sometimes, ends up generating some conflicts. With that in mind, the theme chosen for this thesis was the relationship between transliterations, local knowledge and the digital age, in a context of learning Portuguese, in a decolonial approach. Thus, the objective of this study was to develop a critical-collaborative, qualitative and interpretive action-research, of an ethnographic nature, from a perspective of transliterations, in Portuguese Language classes, with students from the 3rd grade of High School, from Colégio Estadual Ayrton Senna da Silva, in Foz do Iguaçu, seeking to develop contextualized practices that would contribute to a citizen, critical and expanded formation of the teacher and students. To this end, the theoretical basis was the studies of Paulo Freire (2021a, 2021b), Rojo (2012, 2013, 2015, 2019), Thomas (2007), Walsh (2013), Moran (2015), Morin (2010), Kleiman (1998, 2006, 2008) among others. For the generation of records, a transliteration project was developed, involving decolonial pedagogical practices that valued local knowledge and in which students interacted through multisemiotic texts, developing a more critical and reflective look at reality itself. With this research it was possible to perceive that the teaching of Portuguese language focused on the local reality, considering the DICTs as part of this new social constitution, requires contextualized practices that involve texts made up of the most diverse semioses, allowing the student and the teacher to perceive themselves as unfinished subjects, in a constant process of identity (re)construction, having language as a central element for a citizen, critical and expanded education.Na sociedade contemporânea, as Tecnologias Digitais de Informação e Comunicação (TDICs) tomaram uma posição central nas práticas sociais dos sujeitos, transformando visivelmente as relações sociais. Porém, embora estas TDICs estejam presentes em praticamente todas as esferas sociais, na escola ela ainda é vista com certo receio e, algumas vezes, acaba gerando alguns conflitos. Pensando nisso, o tema escolhido para esta tese foi a relação entre os transletramentos, saberes locais e era digital, em um contexto de aprendência de Língua Portuguesa, numa abordagem decolonial. Assim, o objetivo deste estudo foi desenvolver uma pesquisa-ação crítico-colaborativa, qualitativa e interpretativista, de cunho etnográfico, numa perspectiva dos transletramentos, nas aulas de Língua Portuguesa, com alunos da 3ª série do Ensino Médio, do colégio Estadual Ayrton Senna da Silva, em Foz do Iguaçu, procurando desenvolver práticas contextualizadas que contribuíssem com uma formação cidadã, crítica e ampliada do professor e dos alunos. Para tal, a base teórica foram os estudos de Paulo Freire (2021a, 2021b), Rojo (2012, 2013, 2015, 2019), Thomas (2007), Walsh (2013), Moran (2015), Morin (2010), Kleiman (1998, 2006, 2008) entre outros. Para a geração dos registros foi desenvolvido um projeto de transletramentos, envolvendo práticas pedagógicas decoloniais que valorizavam os saberes locais e nas quais os alunos interagiram através de textos multissemióticos, desenvolvendo um olhar mais crítico e reflexivo sobre a própria realidade. Com esta pesquisa pôde-se perceber que o ensino de Língua Portuguesa voltado para a realidade local, considerando as TDICs como parte dessa nova constituição social, requer práticas contextualizadas que envolvam textos constituídos das mais diversas semioses, permitindo ao aluno e ao professor perceberem-se como sujeitos inconclusos, em um constante processo de (re)construção identitária, tendo a linguagem como elemento central para uma formação cidadã, crítica e ampliada.Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2022-07-20T13:03:29Z No. of bitstreams: 2 Adriane_Glasser2022.pdf: 2569509 bytes, checksum: 547316684ef5075f0117d69c42998084 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-07-20T13:03:29Z (GMT). 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dc.title.por.fl_str_mv |
Transletramentos, saberes locais e era digital numa abordagem decolonial: tons, sentidos e perspectivas |
dc.title.alternative.eng.fl_str_mv |
Transliteracy, local knowledge and digital age on a decolonized approach: shades, senses and perspectives |
title |
Transletramentos, saberes locais e era digital numa abordagem decolonial: tons, sentidos e perspectivas |
spellingShingle |
Transletramentos, saberes locais e era digital numa abordagem decolonial: tons, sentidos e perspectivas Glasser, Adriane Elisa Transletramentos Era digital Saberes locais Decolonialidade Transliteracy Digital era Local knowledge Decoloniality Linguagem e sociedade |
title_short |
Transletramentos, saberes locais e era digital numa abordagem decolonial: tons, sentidos e perspectivas |
title_full |
Transletramentos, saberes locais e era digital numa abordagem decolonial: tons, sentidos e perspectivas |
title_fullStr |
Transletramentos, saberes locais e era digital numa abordagem decolonial: tons, sentidos e perspectivas |
title_full_unstemmed |
Transletramentos, saberes locais e era digital numa abordagem decolonial: tons, sentidos e perspectivas |
title_sort |
Transletramentos, saberes locais e era digital numa abordagem decolonial: tons, sentidos e perspectivas |
author |
Glasser, Adriane Elisa |
author_facet |
Glasser, Adriane Elisa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santos, Maria Elena Pires |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9605825897881271 |
dc.contributor.referee1.fl_str_mv |
Rocha, Claudia Hilsdorf |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/0197460465060288 |
dc.contributor.referee2.fl_str_mv |
Martiny, Franciele Maria |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7583369787690987 |
dc.contributor.referee3.fl_str_mv |
Dal Molin, Beatriz Helena |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/3457465179465183 |
dc.contributor.referee4.fl_str_mv |
Castela, Greice da Silva |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/8222797033532931 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4094481855356943 |
dc.contributor.author.fl_str_mv |
Glasser, Adriane Elisa |
contributor_str_mv |
Santos, Maria Elena Pires Rocha, Claudia Hilsdorf Martiny, Franciele Maria Dal Molin, Beatriz Helena Castela, Greice da Silva |
dc.subject.por.fl_str_mv |
Transletramentos Era digital Saberes locais Decolonialidade |
topic |
Transletramentos Era digital Saberes locais Decolonialidade Transliteracy Digital era Local knowledge Decoloniality Linguagem e sociedade |
dc.subject.eng.fl_str_mv |
Transliteracy Digital era Local knowledge Decoloniality |
dc.subject.cnpq.fl_str_mv |
Linguagem e sociedade |
description |
In contemporary society, Digital Information and Communication Technologies (DICTs) have taken a central position in the social practices of subjects, visibly transforming social relations. However, although these DICTs are present in practically all social spheres, at school it is still seen with some fear and, sometimes, ends up generating some conflicts. With that in mind, the theme chosen for this thesis was the relationship between transliterations, local knowledge and the digital age, in a context of learning Portuguese, in a decolonial approach. Thus, the objective of this study was to develop a critical-collaborative, qualitative and interpretive action-research, of an ethnographic nature, from a perspective of transliterations, in Portuguese Language classes, with students from the 3rd grade of High School, from Colégio Estadual Ayrton Senna da Silva, in Foz do Iguaçu, seeking to develop contextualized practices that would contribute to a citizen, critical and expanded formation of the teacher and students. To this end, the theoretical basis was the studies of Paulo Freire (2021a, 2021b), Rojo (2012, 2013, 2015, 2019), Thomas (2007), Walsh (2013), Moran (2015), Morin (2010), Kleiman (1998, 2006, 2008) among others. For the generation of records, a transliteration project was developed, involving decolonial pedagogical practices that valued local knowledge and in which students interacted through multisemiotic texts, developing a more critical and reflective look at reality itself. With this research it was possible to perceive that the teaching of Portuguese language focused on the local reality, considering the DICTs as part of this new social constitution, requires contextualized practices that involve texts made up of the most diverse semioses, allowing the student and the teacher to perceive themselves as unfinished subjects, in a constant process of identity (re)construction, having language as a central element for a citizen, critical and expanded education. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-07-20T13:03:29Z |
dc.date.issued.fl_str_mv |
2022-05-13 |
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Glasser, Adriane Elisa. Transletramentos, saberes locais e era digital numa abordagem decolonial: tons, sentidos e perspectivas. 2022. 192 f. Tese( Doutorado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel, 2022. |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/6122 |
identifier_str_mv |
Glasser, Adriane Elisa. Transletramentos, saberes locais e era digital numa abordagem decolonial: tons, sentidos e perspectivas. 2022. 192 f. Tese( Doutorado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel, 2022. |
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