Banca de DEFESA: Sheilla Andrade de Souza

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : Sheilla Andrade de Souza
DATA : 28/10/2019
HORA: 14:00
LOCAL: campus 1
TÍTULO:

"Eu aprendi outras ferramentas também": a construção de significados por meio de práticas de leitura e escrita de textos multimodais em inglês no ensino médio

PALAVRAS-CHAVES:

Keywords: English language teaching. Reading and writing practices. Multimodality.

PÁGINAS: 60
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
RESUMO:

The study reported in this thesis aimed, based on a proposal of teaching based on the textual genres, to investigate how the meanings are constructed through reading and writing practices of multimodal texts which incorporate different modalities of meaning in English language teaching. The study is supported by the multiliteracies and the grammar of visual design knowledge. It was developed with students of the first year of high school of the Logistics technical Course in a Federal institution in the countryside of Minas Gerais. Activities from the course book and production of complementary materials were adapted by the researcher teacher. It was sought to investigate, from the insertion of practices of reading and production of multimodal texts, that integrate the verbal and non-verbal aspects, as the meanings are constructed; to detect the facileness and challenges faced by the learners during the development of the activities; to observe and identify the required skills of the learners during the process of reading and elaborating multimodal texts and to analyze the textual production presented by the students after developing skills related to reading and elaborating multimodal texts under the light of the grammar of visual design. The research was supported by theoretical constructs related to the English Teaching, Textual Genre (ALMEIDA FILHO, 2010, LEFFA, 2016, RESENDE, RAMALHO, 2006, MARTIN, ROSE, 2007, BOCCIA et al. , 2006), to systemic-functional linguistics, social semiotics and multimodality (HALLIDAY; HASAN, 1989; HODGE, KRESS, 1988; KRESS, 2003, 2010; KRESS; van LEEUWEN, 2006; SERAFINI, 2014; JEWITT; (KALANTIZIS, COPE, 2012, CERVETTI et al., 2001, MEURER, 2000, CARVALHO, ARAGÃO, 2015). The methodology used in this study was Participant Research (BRANDÃO, 2006), and the tools to collect data include questionnaires, field diary, interview, analysis of production activities and informal conversation. As results achieved, it was observed that the proposed activities contributed to the development of the students' Multimodal Communicative Competence (ROYCE, 2002) as it allowed students to understand that contemporary multimodal texts are formed by several semiotic modes and that these modes need to be considered in the process of production of the senses either in consumption or in textual production. As for the challenges encountered, it was inferred that there were no unique challenges that were equally applicable to all participants, that is, the challenge of one student set the ease of another student. In what concerns the skills required from the students, it was noted necessary to go beyond the practice of reading and writing of the verbal code. It was observed, that the participants had to demonstrate mastery of digital tools, and act as navigators, interpreters, designers and interrogators in order to produce meanings in the Foreign Language of study.

 

MEMBROS DA BANCA:
Interna - ANA ELISA FERREIRA RIBEIRO
Presidente - RENATO CAIXETA DA SILVA
Externo à Instituição - RONALDO CORRÊA GOMES JUNIOR - UFMG
Externo à Instituição - RÔMULO FRANCISCO DE SOUZA - CEFET-MG
Externa à Instituição - VERA LÚCIA CARVALHO GRADE SELVATICI - PUC - RJ
Interno - VICENTE AGUIMAR PARREIRAS