Banca de DEFESA: JURENE VELOSO DOS SANTOS OLIVEIRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : JURENE VELOSO DOS SANTOS OLIVEIRA
DATE: 15/03/2024
TIME: 14:00
LOCAL: https://conferenciaweb.rnp.br/conference/rooms/bancas-ppglinc-e-profletras/invite_userid?institution
TITLE:

Digital technologies in teaching and learning Portuguese in public schools

KEY WORDS:

Portuguese Language Teaching and Learning; Digital technologies; Emergency
remote teaching; Literacy Project.

PAGES: 320
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

In this research, still under development, my main objective is to develop a literacy project, in
a collaborative way, that contributes to thinking about the functioning of Portuguese language
learning in conjunction with digital technologies in basic education in public education.
Methodologically, it is a study with a qualitative-interpretative approach (MOITA LOPES,
1994), of the research-action-reflection type (THIOLLENT, 2011), in which I seek to build
and develop a literacy project (KLEIMAN, 2008), based on collaborative way. The research
is especially autoethnographic (VERSIANI, 2002; PARDO, 2019), since I seek to bring
reflections about my own practice as a teacher who researches, or a researcher who teaches.
The theoretical field of this study is based on authors who discuss digital technologies in the
context of teaching and learning. In this one, for example, I bring discussions around
cyberculture (LEMOS, 2010; LEVY, 2010; CUNHA, 2012), which enables communications
and interactions in different social media. Based on Kleiman (1995, 2000, 2007, 2008), Street
(2010, 2014) and Marins-Costa (2016) I deal with literacies studies (especially critical ones),
which support the development of this study. The concept of multiliteracies is also essential
for framing the issues presented here, so the choice to bring the discussions by Cazden et al.
(1996), Rojo (2009, 2013), Cope; Kalantzis (2000, 2013), Kalantzis; Cope; Pine (2020).
When approaching multimodality and digital technologies in education, the knowledge of
Silva (2015, 2019), Sancho-Gil (2016), Ribeiro (2016, 2019, 2020, 2021), Coscarelli (1999),
among other authors, are fundamental. Cupani (2014, 2017, 2021) brings conceptions about
the philosophy of technologies, which helps us to understand it epistemically. Regarding the
different types of literacies needed in a cybercultural society, I turn to Dudeney, Hockly and
Pegrum (2016). The field research was structured in three phases: a) in the first, already
carried out, ten Portuguese language teachers and thirty students from a high school class
from a public school in the state network of Feira de Santana (Ba) answered questionnaires
that brought questions about their perceptions and experiences with digital technologies in
teaching and learning, before, during and after Emergency Remote Teaching (ERT); b) in the
second phase, now under development, I am implementing an intervention, in the form of
workshops (based on reading, writing and technologies), which starts from a collaborative
work, in articulation with the results found in the previous stage; c) in the 3rd and last phase, I
will take care of the analyzes referring to the data produced during the aforementioned
workshops, weaving a dialogue with the other data generated in the 1st stage. I consider, from
the results found, which are still partial, that it is increasingly urgent to re-signify the actions
with regard to the teaching and learning of Portuguese Language, so that it is directed towards
a particularly discursive perspective (KLEIMAN; VIEIRA, 2006; SILVA, 2019). In this way,
the articulation between literacy projects and digital technologies can be inserted in the
methodology of Portuguese Language teachers in basic education, being important to identify,
a priori, the needs of the actors involved, giving them space to weave reflections and make
themselves to hear.

COMMITTEE MEMBERS:
Presidente - 1551106 - SIMONE BUENO BORGES DA SILVA
Interno - 1857214 - JULIO NEVES PEREIRA
Externa à Instituição - ÚRSULA CUNHA ANECLETO - UEFS
Externa à Instituição - MANOELA OLIVEIRA DE SOUZA SANTANA
Externa à Instituição - ANA ELISA RIBEIRO