Banca de DEFESA: MANOELA OLIVEIRA DE SOUZA SANTANA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : MANOELA OLIVEIRA DE SOUZA SANTANA
DATA : 28/06/2019
HORA: 14:00
LOCAL: sala de defesas do Instituto de Letras UFBA
TÍTULO:

UM ENTRELUGAR PARA OS MULTILETRAMENTOS NO ENSINO E APRENDIZAGEM DE LÍNGUAS EM AMBIENTES DIGITAIS

PALAVRAS-CHAVES:

Multiliteracy; Teaching and Learning; Language; Digital Technologies; Teacher Training.

PÁGINAS: 330
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

The development of this thesis was motivated by this question: how knowledge and teaching tasks happen in the teaching and learning of languages – Portuguese and English – in digital environment in the context of CETEP do Baixo Sul Highschool in Gandu-Bahia. In order to find out an answer to this question, through autochnographic perspective (CAMERON, 1993; VERSIANI, 2002) and ethnographic (STREET, 2010), I proceeded with a qualitative research (TELLES, 2002; GIL, 2010) which describes, interprets and problematizes our interactions – mine and that of other two teachers – in this digital technological society (LÉVY, 2003; PRIMO, 2009); how we study to adapt our practice in order to work with digital technology (PRETTO, 2011; ARAGÃO, 2007); the place of this technology on curricular documents such as OCEM (2006), DCNEM (2010) and BNCC (2015, 2016, 2018 versions) and how students and teachers interact on digital environments such as facebook, blogs and whatsapp. Therefore, as a theoretical foundation, I joined the discussion of Applied Critical Linguistics (MOITA LOPES, 2005; RAJAGOPALAN, 2003; KUMARAVADIVELU, 2012; PENNYCOOK, 2001) which deals with language as culture and the teaching of language beyond the formalist approach (PAIVA, 2012; MENDES, 2010). I understand multiliteracy (COPE E KALANTZIS, 2000; ROJO, 2013, 2015) as the multiplicity of languages and global cultures and technologies inside human thinking and acting (CUPANI, 2016; FOUCAULT, 1995). The research–training which feeds the teaching practice (SCHON, 1992; ZEICHNER, 1993) is an ally of this approach; it makes possible the comprehension of the existence of   a place to make multiliteracy real, within a literacy hybriditiy where actions take place referring to a web-curriculum (ALMEIDA, ALVES, OSB e LEMOS, 2014), which makes possible the production and reception of texts, using the digital technology not only as an artifact, but also as the environment where, through the multimodality (SANTAELA, 2008), the hypertext (XAVIER, 2009),  collaboration and interaction the computational thinking develops as well as the ethical use of this technology, which improves the knowledge of the textual, linguistic, cognitive–conceptual sociodiscursive dimensions added to the critical performance of the student.

MEMBROS DA BANCA:
Presidente - 1551106 - SIMONE BUENO BORGES DA SILVA
Externo ao Programa - 2522438 - SUZANE LIMA COSTA
Externo à Instituição - RODRIGO CAMARGO ARAGÃO - UESC-BA
Externo à Instituição - ROXANE HELENA RODRIGUES ROJO - UNICAMP
Externo à Instituição - OBDALIA SANTANA FERRAZ SILVA - UNEB