Atelier de textos: prática multimodal de leitura, escrita e oralidade na escola

• Autor(a) principal: Piaia, Miquela
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF)
• Texto Completo: http://tede.upf.br:8080/jspui/handle/tede/2100
• topic: Letramento; Prática de ensino; Linguagem e línguas - Estudo e ensino; LETRAS::LINGUA PORTUGUESA

Reading and writing verbal and analog signs are no longer enough to consider and develop efficient discursive practices in a world full of meanings. New ways of doing education shall be developed to ponder the contemporary scenario, allowing the production, creation, collaboration, and sharing of ideas and knowledge, in dealing with multimodality, through multiliteracy practices in the language (s) teaching. Based on these aspects, a teaching practice proposal was developed for promoting multiliteracies in mother and foreign languages for students of technical education integrated with high school in a federal school. The children's story genre was chosen for the application of a didactic sequence, as suggested by Dolz, Noverraz, and Schneuwly (2010). The thesis sustained in this study is that working with integrated and contextualized multimodal reading, speaking, and writing practices through the didactic sequence procedure of the children's story genre contributes to high school students efficiently develop their discursive and multiliterate abilities and take the position of subjectauthors. The general aim of this thesis is to apply and examine the development of a didactic proposal that contributes to the practice of multiliteracies in the school context, using the children's story genre, and that promotes students' leadership and authorship. According to this aim, the following theoretical references are specially developed: for reading and writing, Chartier (1999) and Santaella (2004, 2013); on the discursive genres, Bakthin (2010) and Marcuschi (2008); more specifically on the children's story genre, Colomer (2007, 2017), Coelho (2000) and Zilberman (2003); about the didactic sequences, Dolz, Noverraz and Schneuwly (2010) and Magalhães and Cristovão (2018); on multimodality and multiliteracy, Cope and Kalantzis (2000), Kress (2010), Lemke (2010) and Rojo (2012). This research is characterized as of applied nature, as for the object of the study it is descriptive, bibliographic research, and through action research with a qualitative approach. The development of this practice, using multisemiotic tools, resulted in ten bilingual children's stories in printed and digital format. The results of the study allow us to determine that the didactic sequence procedure enhanced/made possible the knowledge of multiliteracies, characterized by cultural diversity and the intertwining of various semiotic, multimodal systems. The tools, room, and opportunities presented, which are especially representative of the specific context, can support pedagogical proposals about reading, written and oral production of discourse genres as a pedagogical and social practice.