Banca de DEFESA: SUZANNE SILVA RODRIGUES DE MORAIS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : SUZANNE SILVA RODRIGUES DE MORAIS
DATE: 11/07/2024
TIME: 14:00
LOCAL: CEFET MG CAMPUS I - MINIAUDITÓRIOS 1 E 2 - PRÉDIO ADMINISTRATIVO
TITLE:

"I DIDN'T KNOW WHAT A PHOTO REPORT WAS": Genre Pedagogy and the Grammar of Visual Design for the development of BNCC skills

KEY WORDS:

Genre Pedagogy, Grammar of Visual Design, Photo-reportage, National Common Curricular Base, competencies.

PAGES: 282
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

The main focus of this thesis was to analyze how the Genre Pedagogy based on Systemic Functional Linguistic, and the Grammar of Visual Design (GVD) enable the work with the photo-reportage genre for the development in Portuguese language for the elementary education of specific competence no. 10 present in the National Common Curricular Basis. To this purpose, we adapted the Learning Cycle proposed by Martin and Rose (2007) to encompass the assumptions of Grammar of Visual Design and developed a pedagogical proposal based on this adaptation for the reading and production of the photo-reportage genre in school . The proposal was applied to 9th-grade students of elementary education from three classes, two from the public school system and one from the private school system in Divinópolis MG - Brazil, in order to verify the contributions of the theories in enhancing digital culture practices for understanding and production of different meanings typical of multimodal texts. For the elaboration of the teaching proposal, we managed to apply activities according to the learning cycle, following the stages of negotiation, deconstruction, collective construction, and individual construction. For this research, we relied on theories related to the teaching of the mother tongue in the BNCC (BRAZIL, 2018); on the ideas concerning on literacies, new literacies, and multiliteracies (NEW LONDON GROUP, 1996; RIBEIRO, 2016; ROJO & MOURA, 2019; LEU, COIRO, et al., 2017); on the language view based on textual genre (LEFFA, 2016; MARTIN; ROSE, 2007; KRESS; VAN LEEUWEN, 1996; 2006), on Systemic Functional Linguistics (SFL), Social Semiotics, and the ideas about multimodality (HALLIDAY; HASAN, 1996; 2004; KRESS, 2003; 2010; KRESS; VAN LEEUWEN, 2006; JEWITT, 2005) and on the developments of SFL in the theories of Genre Pedagogy (MARTIN & ROSE, 2006; 2007; 2012; ROSE, 2010; 2012) and the Grammar of Visual Design (KRESS; VAN LEEUWEN, 2006). Methodologically, this is a participant research (BORTONIRICARDO, 2008) and the data collection instruments include research diary, focus group, and the initial, collective, and final photo-reports produced by the participant students. As results, we highlight that the teaching proposal elaborated according to the adapted learning cycle contributed to the development of the specific competence No. 10, as the students were able to use different languages, media, and digital tools in the processes of reading and the processes of text reading and producing of authorial texts, a progress observed in the comparison between the initial and final production of the students. Also, the focal group conversation analysis as proposals aimed at considering image as a constituent part of a text, which is essential do meaning making. The conclusions indicate the theories were eficiente in text reading and producing, helping to develop the competecies according to BNCC.

COMMITTEE MEMBERS:
Externa à Instituição - CRISTIANE FUZER
Externa à Instituição - ELAINE KENDALL SANTANA SILVA
Interno - LUIZ ANTONIO RIBEIRO
Presidente - RENATO CAIXETA DA SILVA
Externa à Instituição - SHEILLA ANDRADE DE SOUZA
Interno - VICENTE AGUIMAR PARREIRAS