Banca de QUALIFICAÇÃO: ROSEMARY FERREIRA GONÇALVES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ROSEMARY FERREIRA GONÇALVES
DATE: 18/04/2024
TIME: 09:00
LOCAL: VIRTUAL
TITLE:

MULTILITERACIES IN YOUTH AND ADULT EDUCATION: a study of Portuguese language textbooks in elementary school

KEY WORDS:

pedagogy of multiliteracies, Eja, textbook, Portuguese language.

PAGES: 35
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

The general objective of this research was to analyze how the pedagogy of multiliteracies is developed in the textbooks of Portuguese Language for Youth and Adult Education in Elementary School II in the books from the 6th to the 9th grade of the EJA Moderna collection of 2013. This is a qualitative, descriptive and bibliographic study. From research in the CAPES research database I was able to observe the lack of studies that investigated the pedagogy of multi-stretching in Portuguese textbooks for Youth and Adults, the vast majority of the researched works were researches focused on analysis in English language textbooks, for regular education or without mentioning the concept referring to the pedagogy of multiliteracies. Hence the relevance of my research, which is defined in an attempt to fill this gap. In addition, the last collection of textbooks for youth and adults was produced in 2013, for use until 2016, which I consider relevant for research. Through an analysis, I selected thematic units thinking about how young people and adults use languages in their social practices. Thus, based on a systematic reading of textbooks and a study of the concepts of multiliteracies based on the Nova Londres Group (1996) and other theorists, I established three categories of analysis that would enable such study from the perspective of the pedagogy of multiliteracies, such as: language modality and multimodality, textual genres and intertextualities and inclusion, diversity and interaction. These criteria were established based on my understanding of discussions addressed by the Nova Londres Group (1996), Rojo (2012) and Ribeiro (2021) that discuss the following movements: situated practice, open instruction, critical framing and transformed practice.  When performing this analysis, I was able to observe that it discusses the relevant approach to multiliteracies, and that textbooks contribute to promote linguistic, literary and critical skills of students, but it is still necessary to adapt this material to the sociocultural reality of these students, because these students have a particular and specific context of life of the Youth and Adults modality.  and must be taken into account for the effectiveness of teaching-learning. This research is still in the process of being built, other data will still be analyzed until the end.

COMMITTEE MEMBERS:
Interno - LUIZ ANTONIO RIBEIRO
Presidente - PATRICIA RODRIGUES TANURI BAPTISTA
Interno - RENATO CAIXETA DA SILVA