Banca de DEFESA: FERNANDA VIEIRA VENTAPANE

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : FERNANDA VIEIRA VENTAPANE
DATA : 30/05/2019
HORA: 09:00
LOCAL: Sala de defesa
TÍTULO:

DIALOGICAL TRAVELS OF DIRECTION CONSTRUCTION

FOSTERING MULTILETRAMS THROUGH THE MEMES

PALAVRAS-CHAVES:

multimodality; memes; multi literacy

PÁGINAS: 139
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

The research "Dialogical crossings of meaning construction", identified if the students of the ninth year A, Estelita Municipal Gymnasium Eusébia Santiago dos Santos, would be able to produce, read and understand in a more critical way multimodal texts, after being subsidized by theories and interventionist activities permeated by dialogism. In this sense, I proposed to develop a Project of Intervention, through Didactic Sequence, composed of reading activities built in the light of multimodality and logical-semantic relationships established in memes. This research had the purpose of exploring the theoretical-methodological references inherent in the process of critical reading of the genre meme; reflect on reading practices in the classroom; plan, apply, and evaluate an Intervention Project to develop and enhance students' critical reading skills; to present the results achieved during the investigation of students' reading practices, analyzing the elements that demonstrate the understanding of multimodal texts, specifically memes, in a critical way to perceive racist discourses and symbolic violence against women in texts. Thus, from the perspective of action research, ethnographic, with emphasis on the qualitative aspect. The data were collected through the observation of the participants, questionnaire application, conversation wheels, initial production, didactic sequence activities and final production. The theoretical contribution that refers to this research came from authors such as Dawkins (2007) about the origins of memes, Bakhtin's dialogism (2011), the textual genres by Marcushi (2008), the multiletramentos by Rojo (2012, 2015), the theory of multimodality by Kess and Van Leeuwen (2006) and Ribeiro (2016), Dudeney (2016), Silva (2015), the logico-semantic categories by Pereira (2018), among other authors. It was found at the end of the intervention that pedagogical practices directed with the support of multimodal texts, specifically the memes, collaborate significantly towards the formation of critical readers, more qualified to exercise the role of citizen in a more complete and integral way by fomenting discussions of relevance .

MEMBROS DA BANCA:
Externo ao Programa - 1489791 - HAENZ GUTIERREZ QUINTANA
Interno - 3414388 - JOSE HENRIQUE DE FREITAS SANTOS
Presidente - 1857214 - JULIO NEVES PEREIRA