Banca de DEFESA: CLÁUDIA LEÃO DE CARVALHO COSTA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : CLÁUDIA LEÃO DE CARVALHO COSTA
DATE: 18/07/2025
TIME: 14:30
LOCAL: Virtual
TITLE:

MULTILITERACIES IN EMERGENCY REMOTE LEARNING: appropriations of the digital mural by students and teachers in a higher education institution.

KEY WORDS:

Emergency Remote Teaching (ERE); Multiliteracies; Multimodality; Padlet;
Teacher Education.

PAGES: 185
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

Emergency Remote Teaching [Ensino Remoto Emergencial – ERE] during the covid-19
pandemic marked a historic moment for education and teacher training by combining digital
tools and multimodal texts in pedagogical practices. In the context of the digital age,
multiliteracies and multimodality have become central concepts in education, reflecting the
ability to interpret and produce meaning through various modes of communication, including
text, images, videos, and other forms of semiosis. This study investigates the multiliteracies of
students and professors from the Pedagogy and Language programs at a public higher
education institution in Minas Gerais, Brazil, through the use of the digital board Padlet
during the ERE. The research aims to examine the meanings constructed by participants as
they revisit their Padlet productions and the significance they attribute to multiliteracies
practices. Additionally, it explores whether the use of Padlet facilitated interactions that
enhanced the multiliteracies of students and professors during and after the pandemic period.
The research methodology involves three stages of data collection and analysis: (1)
documentary analysis of texts produced and posted on Padlet, from a multimodal perspective;
(2) virtual interviews with two professors from the participating programs; and (3) a
questionnaire administered to students to identify the ways in which they appropriated the tool
to potentially expand their multiliteracies and to explore its pedagogical applications. The
results show that the Padlet platform contributed to the enhancement of the multiliteracies of
the research participants. The data indicate that students and professors were able to explore
and integrate multiple modes of communication and expression, which facilitated a broader
and more diverse understanding of the content. The study demonstrates that using Padlet as a
pedagogical tool expanded the possibilities for teaching and learning by promoting the
integration of different semiotic modes and technological resources. The findings suggest that
ERE, by combining digital technologies and multimodal pedagogical practices, not only
addressed emergency needs but also fostered practices involving textual production, storage,
and distribution, opening new paths for innovation in higher education, particularly in the
training of future teachers.

COMMITTEE MEMBERS:
Externa à Instituição - AMANDA TOLOMELLI BRESCIA - UEMG
Presidente - ANA ELISA FERREIRA RIBEIRO
Externa à Instituição - DANIERVELIM RENATA MARQUES PEREIRA
Externa à Instituição - DOROTEA FRANK KERSCH
Interno - VICENTE AGUIMAR PARREIRAS