Banca de QUALIFICAÇÃO: MARINALDO DE SOUZA SILVA
Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.STUDENT : MARINALDO DE SOUZA SILVA
DATE: 06/08/2024
TIME: 09:00
LOCAL: online - RNP vicenteparreiras
TITLE:
Pedagogical strategies for developing critical literacy and multiliteracies in Portuguese language teaching via active methodologies based on the Complex Adaptive Pedagogical Interactional Dynamics - DIPAC
KEY WORDS:
Multilearning; multimodality; multisemiosis; active methodologies; post-method.
PAGES: 134
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:
This research has the general objective of investigating effective strategies to streamline Portuguese language teaching practices, specifically focusing on the development of critical reading and textual analysis skills, with an emphasis on identifying explicit and implicit information in texts, as well as understanding the function and impact of different digital textual/discursive genres. The research is motivated by the perception and uneasiness in the teaching experience that many students reach the final years ofFundamental Learning without being able to identify implicit, explicit, and metaplicit information in texts, showing problems with reading comprehension. This fact is proven by large-scale tests conducted by the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep/MEC), such as the Basic Education Testing System (Sistema de Avaliação da Educação Básica – SAEB) and Portraits of Reading in Brazil (Retratos da Leitura no Brasil).Given the aforementioned reasons, this research argues how to stimulate the development of critical teaching from the mastery of the student’s abilities regarding Topic I of the descriptors (D1 and D4) and Topic II of descriptors (D5 and D12) of the Reference Matrix of Languages/Portuguese Language of SAEB (Matriz de Referência de Língua Portuguesa/Linguagens do SAEB). The research will take place in a unique class of final year students in the 9th grade of Fundamental Learning, with 33 students from a municipal public school located in the municipality of Areia-PB, in Distrito de Mata Limpa.To limit the study, the research utilizes the basics of learning, critical learning, digital learning, multilearning, multimodality, Hybrid Education, active methodologies, and papers that discuss the DIPAC – Parreiras (2020), as well as the language linked to teaching and technology, developed by Kumaravadivelu (1994; 1999; 2001; 2006), Kleiman (1995), Lévy (1999), Moran, Marsetto, and Behrens (2000), Kress and van Leeuwen (2002; 2006), Kenski (2003), Santaella (2004), van Leeuwen (2005), Bakhtin (2003; 2012), Marcuschi and Xavier (2010), Dionísio (2011; 2013), Rojo and Moura (2012; 2019), Barton and Lee (2015), Bacich, Tanzi Neto, and Trevisani (2015), Dudeney, Hockly, and Pegrum (2016), Ribeiro (2016; 2021), Bergmann (2017), Goulart (2017), Coscarelli and Ribeiro (2017), Kalantzis, Cope, and Pinheiro (2020), Silva and Queiróz (2021a; 2021b), among others. The rules of the Curricular Common National Base (Base Nacional Comum Curricular) – from now on, BNCC (Brasil, 2018), about language and its technologies, will also guide this study. The methodology used in this research is descriptive and applied research-action, with mixed analyses, of interpretivist and interventionist character. The data will be generated from an action plan that will take place with an initial diagnostic evaluation; a Pedagogical Intervention Proposal, consisting of Reading Circles activities; and a final diagnostic activity. The aim is to explore and indicate potential contributions from Hybrid Education and active methodologies for the stimulation of critical learning development specifically, and multilearning in general, in the learning environment.
COMMITTEE MEMBERS:
Presidente - VICENTE AGUIMAR PARREIRAS
Interno - RENATO CAIXETA DA SILVA
Externo à Instituição - JOÃO WANDEMBERG GONÇALVES MACIEL - UFPB
Externo à Instituição - MAURICIO TEIXEIRA MENDES - SEE