Banca de DEFESA: MARÍLIA SPINGOLON

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : MARÍLIA SPINGOLON
DATA : 24/03/2021
HORA: 08:00
LOCAL: Sala virtual remota
TÍTULO:

WEBDOC AND THE VOICE OF DIVERSITY AT SCHOOL, A LETERACY EXPERIENCE IN PANDEMIC TIMES

PALAVRAS-CHAVES:

Literacy project. Diversity. Discursive competence

PÁGINAS: 142
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
SUBÁREA: Língua Portuguesa
RESUMO:

The contemporary socio-historical context, largely constructed from dichotomies of thought, shows the importance of educational institutions in promoting a reflective school environment, with respect to historicity and diversity. Allied to this fact, the new digital information and communication technologies have entered school spaces through the most varied text and speech genres, which shows the need to train critical, ethical and committed citizens to make learning something meaningful, capable of expand your communicative competence, participating in the decisions that surround you in a truly citizen way. These assertions elucidate the need to think about pedagogical practice and Literacy Projects are presented as alternatives, which guarantee the insertion of students in language practices located in the literacy events of which they are a part, born from social interactions, which increased in changes in educational paradigms in recent years. This project, therefore, aimed at the development of actions, through literacy stages, within which reading and writing activities were carried out, both oral and non-oral genres, as well as social practices of language use. A prototype of this intervention proposal was carried out at a state school in the municipality of Colíder-MT, considering the situation of social isolation caused by the pandemic of the new Coronavirus. Altogether there were 9 participants from the ninth years (morning and afternoon). The problem situation had already been evidenced in 2019, with all participants, both in conversations through the corridors and in classroom debates, until it became the research problem. Thus, it was the observation of these needs arising from the students' realities, related to conflicts generated at school by the lack of understanding as to living with diversity, that triggered the actions that aimed to expand the skills of using the language in its oral and written modalities, for discuss the reach of citizenship mediated by the use of language. As a theoretical contribution this qualitative, interventional research and with an interpretive bias, and which also considers the formative approach of the teacher in his dialogical process of construction, analysis and reflection is guided by Kleiman's concept of literacy (1995, 2005, 2006, 2009), Oliveira, Tinoco and Santos (2014), and Street (2015), with regard to studies regarding the Literacy Project (PL); relative to the discursive genres in Bakhtin (2006, 2012, 2014); the importance of orality studies in Marcuschi (2005, 2008) and Antunes (2003); for the research approach, Bortoni-Ricardo (2008) and Rojo (2005, 2009, 2012); regarding the thematic content of historicity and diversity, mainly in Stuart Hall (2006); with regard to the discursive genre chosen for making the final product, Nichols (2005) among others. Studies related to PCN (1998,2000), BNCC (2017) and DRC-MT (2017) were also reconciled. The agency of the own learning developed by the students, in a collaborative process also with the teacher, during the unfolding of the actions, provided reflections throughout the opportunity. The main objective of the project was to propose reflection and assist them in the decision-making process regarding the surrounding speeches in the school environment regarding the issue of diversity. The research sought to answer the questions: How can work anchored in projects, considering the issue of literacies and multi-tools, contribute to the expansion of the discursive competence of ninth-year students at an elementary school in the city of Colíder-MT? How is it possible to propose reflection on diversity without falling into common sense mediated by the study of language and historicity? The results of the stages showed an improvement in the students' discursive capacity, including with regard to rethinking the concept of diversity, considering the new digital technologies, albeit as a prototype.

MEMBROS DA BANCA:
Presidente - 62022008 - LEANDRA INES SEGANFREDO SANTOS
Interno - 39242003 - ALBINA PEREIRA DE PINHO SILVA
Interno - 54001002 - GENIVALDO RODRIGUES SOBRINHO
Externo à Instituição - SOLANGE DE CARVALHO FORTILLI - UFMS
Externo à Instituição - SUELI CORREIA LEMES VALEZI - IFMT