Navegando por Assunto "Multiletramentos"

Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
O desenvolvimento da escrita argumentativa: uma proposta de trabalho com o gênero Meme em turma de 8º
(Universidade Federal do Pará, 2019) RODRIGUES, Cinara Lopes; RODRIGUES, Isabel Cristina França dos Santos
Acesso aberto (Open Access)
Multiletramentos e tecnologias: formação continuada de professores de Língua Portuguesa na Educação Profissional e Tecnológica
(Universidade Federal do Pará, 2023-07-10) SANTOS, Isabelly Raiane Silva dos; OLIVEIRA, Célia Zeri de; http://lattes.cnpq.br/7392823829322057; https://orcid.org/0000-0001-9477-7336
This research consists of a theoretical-practical study on the perception that Portuguese language teachers working in Professional and Technological Education (PTE) have when analyzing their own continuing education and its influence on the adequate approach to multiliteracies in the classroom. Thus, based on the support provided by the conceptual bases of PTE, that is, work as an educational principle and integral human training, with regard to the development of practices aimed at continuing teacher training, the multiliteracies emerge as an opportunity to embrace different types of language, so that the individual interprets linguistic situations which deviate from the traditional ones, addressed in the school sphere. In this context, the objective of this research was to understand how the teaching training of Portuguese language teachers working at the Federal Institute of Education, Science and Technology of Pará (IFPA) - Abaetetuba campus is articulated in the context of multiliteracies. Based on Freire (1980, 1985, 1996), Soares (1981, 1999, 2004), Street (1984), Kleiman (1995, 2001, 2007), Gatti (1997), Rojo (2012, 2013), Moura (2014) and Ramos (2014), in this study, an exploratory and qualitative investigation was developed through field research based on the ethnographic approach. The investigation was developed at IFPA - Abaetetuba campus. It was restricted to the context of Integrated High School (IHS). Participants were two Portuguese language teachers working at IHS. Through field visits to generate data, research techniques and instruments were used. Among them, it is possible to mention: direct observation in classes, field diary writing, open questions questionnaire application, descriptive academic memorial writing by the participants and semi-structured interview. In the end, it was highlighted the relevance of continuing training to implement multiliteracies obtained by the Portuguese language teacher working in PTE by understanding, to what extent, technologies contribute to the approach of multiliteracies which prioritize student learning with a focus on the integration between world of work and education.
Acesso aberto (Open Access)
Multiletramentos na formação de Professores da EJA
(Universidade Federal do Pará, 2022-02-21) SILVA, Ethiene Cardoso da; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972; https://orcid.org/0000-0001-5750-5868
The present research discusses the teaching of the Portuguese language with the discursive genre online news from the perspective of the Pedagogy of Multiliteracies. This study aims to create proposals based on the genre online news as possibilities for expanding the reading and writing proficiency of EJA students. The subjects are language teachers who work in Youth and Adult Education (EJA). The studies are based on research by Bakhtin(2003 [1979]), Bakhtin; Volochínov 2009[1929], Ohuschi (2018), Menegassi (2010), Rojo (2019,2015,2013,2012). The research is applied-based and involves a qualitative approach based on Action Research (Thiollent, 2001). We followed the guidelines proposed by Lopes- Rossi (2008) regarding the pedagogical project of reading and writing of discursive genres. The methodology involved training meetings developed in 4 mini-courses that took place virtually in which theoretical-methodological aspects were worked on, aiming at the elaboration and development of proposals for activities with the genre online news. The results showed that it is necessary to broaden the discussions on Multiliteracies, the continuing education of teachers, and the greater pedagogical and structural investment of schools. These aspects guarantee the access of students and teachers to the technological devices necessary for the work of pedagogical proposals that articulate digital media with the teaching of the online news genre.