Banca de DEFESA: MARINALDO DE SOUZA SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : MARINALDO DE SOUZA SILVA
DATE: 27/02/2025
TIME: 14:00
LOCAL: online - RNP vicenteparreiras
TITLE:

Pedagogical strategies to foster the development of multiliteracies and critical literacy in portuguese language teaching through active methodologies mediated by DIPAC

KEY WORDS:

 Multiliteracies; multimodality; critical literacy; reading circles; SAEB descriptors.

PAGES: 266
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

This study investigated strategies to enhance the teaching of Portuguese, focusing on the development of critical reading skills and textual analysis competencies, with an emphasis on identifying explicit, implicit, and metaplicit information in texts, as well as understanding the function and impact of different textual/discursive digital genres. Conducted in a public municipal school in the district of Mata Limpa, in the municipality of Areia (PB), this research involved a single class of 33 9th-grade students from lower secondary education. The action research approach was employed, combining theoretical foundations on multiliteracies, critical literacy, and multimodality, alongside concepts of active methodologies, the Post-Method Pedagogy, and studies on the Adaptive Complex Pedagogical Interactional Dynamics (DIPAC), as well as the interplay between language teaching and technology. The framework of the National Common Curricular Base (BNCC) on language and its technologies, qualitative approaches by Bauer and Gaskell (2002) and Bortoni-Ricardo (2008), Bergmann's (2017) inverted classroom methodology, and Cosson's (2021) Reading Circles, among others, also supported this research. The methodology included an initial diagnostic assessment, a pedagogical intervention based on Reading Circles, and a final diagnostic assessment. Qualitative and interpretative analyses indicated significant advances in descriptors D1 (locating explicit information) and D4 (inferring implicit information), demonstrating that active methodologies mediated by DIPAC fostered greater autonomy, engagement, and critical skills among students. The findings also revealed that using multimodal texts and innovative learning environments enhances the development of critical reading competencies and the understanding of different textual/discursive digital genres. The study concludes that integrating active methodologies into regular teaching can enable more inclusive and student-centered educational practices, highlighting the importance of replicating these strategies in other educational contexts and levels. This research contributes to the field of Language Studies by proposing an innovative pedagogical design that bridges theory and practice, with implications for educational policies focused on reading literacy development.

COMMITTEE MEMBERS:
Presidente - VICENTE AGUIMAR PARREIRAS
Interno - LUIZ ANTONIO RIBEIRO
Externa à Instituição - JOSIMAR GONÇALVES RIBEIRO
Externo à Instituição - ARCADE JOHANNES KAKPO
Externo à Instituição - MAURICIO TEIXEIRA MENDES - SEE
Externo à Instituição - JOÃO WANDEMBERG GONÇALVES MACIEL - UFPB
Externa à Instituição - GERALDA APARECIDA DO CARMO SCHYRA - SEEC