Banca de DEFESA: ROSALINA ANANIAS PINHEIRO NEVES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : ROSALINA ANANIAS PINHEIRO NEVES
DATA : 09/04/2021
HORA: 08:00
LOCAL: Sala criada no Google Meet
TÍTULO:

MULTIMODAL GENDER READING AND WRITING PRACTICES
CHRONICLE UNDER THE FOCUS OF MULTILETRAMENTS

PALAVRAS-CHAVES:

Reading and textual production. Discursive genre. Chronic. Multi-tools.

PÁGINAS: 186
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
SUBÁREA: Língua Portuguesa
RESUMO:

This research aimed to investigate how the approach of the chronic gender in its multimodality, from the perspective of multi-tools, favors the teaching and learning of reading and writing in the classroom. Through the readings of theorists such as Rojo (2012; 2013; 2016; 2019), Bakhtin (2010), Dolz, Noverraz and Schneuwly (2004), among others, it was possible to build new theoretical and practical knowledge about the teaching of the Portuguese language, which anchored this research. In order to carry out this action research, we were guided by the following questions: Does the pedagogical work with a chronic multimodal genre enable (re) meanings in the practices of reading and producing texts in the classroom? With specific objectives to understand if the approach of the chronic gender, in its multimodality, contributes to the reading and writing process of the students of the 8th year of Elementary School. The methodological procedure was carried out through the didactic sequence, proposed by Dolz, Noverraz and Schneuwly (2004). The promotion of the actions of the pedagogical intervention took place in an 8th grade class, at the State School Professora Zuleide dos Santos Barros, in the municipality of Tabaporã / MT. Due to the pandemic situation triggered by the New Coronavirus, the actions, which were planned for a normal classroom, were developed remotely with interaction through the Teams platform and the WhatsApp group. Through reading and text production practices, innumerable possibilities for developing the skills expected from students in the final years of elementary school were promoted. As a final production, the students, collaborators in the research, produced a chronicle. The analysis of the research data showed that the reading and writing practices of the chronic discursive genre, under the perspective of multi-tools, with support and use of digital technologies, enabled interaction and collaborative work, so that students appropriated the elements multimodal of the chronic genre, which was demonstrated with the productions of the collaborating students.

MEMBROS DA BANCA:
Presidente - 39242003 - ALBINA PEREIRA DE PINHO SILVA
Interno - 32795003 - ANGELA RITA CHRISTOFOLO DE MELLO
Externo à Instituição - SOLANGE DE CARVALHO FORTILLI - UFMS