Banca de DEFESA: AMANDA INÊS VIANA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : AMANDA INÊS VIANA
DATA : 25/03/2019
HORA: 14:30
LOCAL: Sala 330 do Campus I
TÍTULO:

LEARNING ENGLISH AS A FOREIGN LANGUAGE BY DESIGN – MULTILITERACIES DEVELOPMENT

PALAVRAS-CHAVES:

learning by design, English as a foreign language, multiliteracies development, Participatory Generation.

PÁGINAS: 117
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
RESUMO:

The late twentieth and early twenty-first centuries witnessed major changes in how we interact and communicate, largely due to the use of digital technology. With its democratization, the ways in which people produce meaning in social practices also change (KRESS, 2006). In this context, Kalantzis and Cope (2009) and Cope and Kalantzis (2010) remark the emergence of Participatory Generation in schools, due to the agentive and autonomous posture assumed increasingly by students, breaking with the traditional authoritarian teaching paradigm, centered on the teacher, according to which teaching is knowledge transferring. In order to understand the production of meaning currently made by adolescent students in the interior of Minas Gerais, this research, of an applied nature, qualitative approach and exploratory orientation, was proposed in a multicase study format. We have the voluntary participation of nine English students between 12 and 16 years old, enrolled in a private English course in Matozinhos/MG. The data collection process comprehended: the production of two home videos, created in English by the participants, in two moments - beginning and end of the semester; as well as the collection of a semi-structured interview with each participant, at the end of the semester. We sought to identify with the data analysis: (1) how each literacy manifested itself in the videos; (2) whether the participants developed multiliteracies and, if so, how and at what knowledge process of the pedagogy of design; and also (3) whether participants can be recognized as belonging to the Participatory Generation. When comparing videos 1 and 2, it was possible to notice that, in general, in the elaboration of video 1, participants failed to observe the main characteristics of the genre ‘personal profile’ and its conditions of textual production in video format, favoring the linguistic mode of representation. After experiencing the processes of knowledge (COPE; KALANTZIS, 2012; 2015): 'experiencing', 'conceptualizing' and 'analyzing', in which they had feedback from their colleagues, participants produced video 2. In this production, they used all other modes of representation (KRESS; VAN LEEUWEN, 2006), in a more balanced way in relation to the use of the linguistic mode, surpassing, to a greater or lesser extent, the deficiencies of the previous production. Finally, it was verified that, in the case of this research, the knowledge process that more broadly fostered multiliteracies development was 'analyzing'. It was through it that the participants consolidated the theoretical knowledge built in the phases of 'experiencing' and 'conceptualizing'. This seems to make evident the singular importance of reflection to learning a foreign language, as defended, among many others, Arruda and Bambirra (2008) and Bambirra (2009). Furthermore, it was possible to characterize the participants as representatives of the Participatory Generation, since all of them presented at least four of the six characteristics that define the concept, according to pre-established criteria of analysis.

MEMBROS DA BANCA:
Interno - ANA ELISA FERREIRA RIBEIRO
Externo à Instituição - ELIANE MARCHETTI SILVA AZEVEDO - CEFET-MG
Externo ao Programa - LUCIANA APARECIDA SILVA DE AZEREDO
Presidente - MARIA RAQUEL DE ANDRADE BAMBIRRA