In this article, we present a didactic proposal, which can be applied from the 6th to the 9th year of Elementary Education, centered on the study of the news genre, based on assumptions of Critical Literacy (JANKS, 2010, 2011, 2013, 2016; JANKS et al , 2013). In it, we contemplate language practices - orality, reading, linguistic / semiotic analysis, textual production -, some objects of knowledge and some skills, in line with the Common National Curricular Base - BNCC of LP (BRASIL, 2017), in the true news and fake news. We believe that our proposal, added to others, can contribute to the training of the apprentice, enabling him to develop his potential as a reader, as a critical analyst - especially of true news and fake news and the effects of technologies in our lives -, as producer of different texts and, consequently, their effective participation in different social practices.
在本文中，我们提出了一个教学建议，适用于小学六年级至九年级，以新闻类型研究为中心，基于批判性素养的假设(JANKS, 2010, 2011, 2013, 2016;JANKS et al .， 2013)。在其中，我们考虑语言实践-口语，阅读，语言/符号学分析，文本生成-一些知识对象和一些技能，符合国家共同课程基础- LP的BNCC (BRASIL, 2017)，在真实新闻和假新闻中。我们相信，我们的建议，加上其他建议，可以有助于培训学徒，使他能够发展他的潜力，作为一个读者，作为一个批判性的分析师-特别是真实的新闻和假新闻，以及技术对我们生活的影响-作为不同文本的生产者，从而有效地参与不同的社会实践。
{"title":"PROPOSTA DIDÁTICA PARA UM TRABALHO COM NOTÍCIAS VERDADEIRAS E FALSAS: DIÁLOGO ENTRE OS PRESSUPOSTOS DO LETRAMENTO CRÍTICO E AS ORIENTAÇÕES DA BASE NACIONAL COMUM CURRICULAR DE LÍNGUA PORTUGUESA","authors":"C. Guisardi, M. Ottoni","doi":"10.5216/LEP.V24I1.63915","DOIUrl":"https://doi.org/10.5216/LEP.V24I1.63915","url":null,"abstract":"In this article, we present a didactic proposal, which can be applied from the 6th to the 9th year of Elementary Education, centered on the study of the news genre, based on assumptions of Critical Literacy (JANKS, 2010, 2011, 2013, 2016; JANKS et al , 2013). In it, we contemplate language practices - orality, reading, linguistic / semiotic analysis, textual production -, some objects of knowledge and some skills, in line with the Common National Curricular Base - BNCC of LP (BRASIL, 2017), in the true news and fake news. We believe that our proposal, added to others, can contribute to the training of the apprentice, enabling him to develop his potential as a reader, as a critical analyst - especially of true news and fake news and the effects of technologies in our lives -, as producer of different texts and, consequently, their effective participation in different social practices.","PeriodicalId":40597,"journal":{"name":"Linguagem-Estudos e Pesquisas","volume":"24 1","pages":"151-175"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41773762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nádson Araújo dos Santos, Adriana Cavalcanti dos Santos, Maria Auxiliadora Da Silva Cavalcante
This article aims to present reflections on multiliteracies and languistic education through an approach made possible by the teaching of digital genres with a focus on the conception of teachers, especially with regard to communicative skills and teaching-learning of the Portuguese language for expansion of literacies at school. The concepts of multiliceracies and digital genres are discussed. We adopted theoretical contributions: Kersch, Coscarelli and Cani (2016), Marcuschi and Xavier (2010), Rojo (2013), Rojo and Moura (2012, 2019), among others. The analysis corpus consisted of semi-structured interviews. The results show that teachers positively evaluate the teaching of digital genres as a possibility of expanding their students' literacies and claim that they make use of digital information and communication technologies in the language teaching. The investigation shows that the expansion of language skills related to cyberculture implies the teaching of digital genres at school.
{"title":"EDUCAÇÃO LINGUÍSTICA E ENSINO DE GÊNEROS DIGITAIS: ABORDAGEM COM FOCO NAS CONCEPÇÕES DOCENTES","authors":"Nádson Araújo dos Santos, Adriana Cavalcanti dos Santos, Maria Auxiliadora Da Silva Cavalcante","doi":"10.5216/LEP.V24I1.62281","DOIUrl":"https://doi.org/10.5216/LEP.V24I1.62281","url":null,"abstract":"This article aims to present reflections on multiliteracies and languistic education through an approach made possible by the teaching of digital genres with a focus on the conception of teachers, especially with regard to communicative skills and teaching-learning of the Portuguese language for expansion of literacies at school. The concepts of multiliceracies and digital genres are discussed. We adopted theoretical contributions: Kersch, Coscarelli and Cani (2016), Marcuschi and Xavier (2010), Rojo (2013), Rojo and Moura (2012, 2019), among others. The analysis corpus consisted of semi-structured interviews. The results show that teachers positively evaluate the teaching of digital genres as a possibility of expanding their students' literacies and claim that they make use of digital information and communication technologies in the language teaching. The investigation shows that the expansion of language skills related to cyberculture implies the teaching of digital genres at school.","PeriodicalId":40597,"journal":{"name":"Linguagem-Estudos e Pesquisas","volume":"24 1","pages":"89-100"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46584618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the contemporary world, the great challenge of the Portuguese language component is to promote language practices that allow the critical participation of the learner. In this way, aiming to involve the student in activities that expand his her ability to read and produce texts belonging to digital culture, this article presents a didactic sequence developed with high school students from a public school in the state network of the city of Belo Horizonte using the internet meme. Through a literature review, this work also considers literacy practices linked to the internet meme. At the end of the didactic sequence, it was noticed that far from being a genre focused only on fruition, the meme allows practices of language use and reflection.
{"title":"ENSINO DE LÍNGUA PORTUGUESA: UMA SEQUÊNCIA DIDÁTICA COM MEME DA INTERNET","authors":"M. Souza, M. D. M. Barros","doi":"10.5216/LEP.V24I1.64103","DOIUrl":"https://doi.org/10.5216/LEP.V24I1.64103","url":null,"abstract":"In the contemporary world, the great challenge of the Portuguese language component is to promote language practices that allow the critical participation of the learner. In this way, aiming to involve the student in activities that expand his her ability to read and produce texts belonging to digital culture, this article presents a didactic sequence developed with high school students from a public school in the state network of the city of Belo Horizonte using the internet meme. Through a literature review, this work also considers literacy practices linked to the internet meme. At the end of the didactic sequence, it was noticed that far from being a genre focused only on fruition, the meme allows practices of language use and reflection.","PeriodicalId":40597,"journal":{"name":"Linguagem-Estudos e Pesquisas","volume":"24 1","pages":"61-76"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42177182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"VANDALISMO E SOCIEDADE: PERCURSOS E RESULTADOS DE UM PROJETO DE LETRAMENTO","authors":"Leandra Inês Seganfredo Santos, F. Santos","doi":"10.5216/LEP.V24I1.64063","DOIUrl":"https://doi.org/10.5216/LEP.V24I1.64063","url":null,"abstract":"","PeriodicalId":40597,"journal":{"name":"Linguagem-Estudos e Pesquisas","volume":"24 1","pages":"177-190"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43484692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"BASE NACIONAL COMUM CURRICULAR: GÊNEROS DISCURSIVOS DA CULTURA DIGITAL","authors":"M. Vergna","doi":"10.5216/LEP.V24I1.64076","DOIUrl":"https://doi.org/10.5216/LEP.V24I1.64076","url":null,"abstract":"","PeriodicalId":40597,"journal":{"name":"Linguagem-Estudos e Pesquisas","volume":"24 1","pages":"45-59"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41392788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims at examining how the use of DICT is part of school curriculum and teacher education by analysing and comparing the following documents: “BNCC de lingua portuguesa do Ensino Medio” (BRASIL, 2018) and “DCN para formacao inicial” (BRASIL, 2015). Besides considering the prescribed curriculum for primary and secondary education, teacher training cannot overlook the documents which change the organisation of education cycles, such as “Reforma do Ensino Medio” (BRASIL, 2017). This analysis has shown that BNCC aims at approaching DICT in its pedagogical proposal when suggesting multimodal discursive genres (ROJO, 2017), observing the new forms of sociability (SALOMAO, 2018). We intended to encourage discussions about the importance of considering teacher education through a new perspective, as well as about the need to articulate this to investments in public education, taking into account that BNCC implementation is something that teachers will have to be prepared for.
本研究旨在通过分析和比较以下文件，研究DICT的使用如何成为学校课程和教师教育的一部分:“BNCC de lingua portuesa do Ensino Medio”(BRASIL, 2018)和“DCN para formacao inicial”(BRASIL, 2015)。除了考虑中小学教育的规定课程外，教师培训也不能忽视改变教育周期组织的文件，例如“Reforma do Ensino Medio”(BRASIL, 2017)。这一分析表明，当提出多模态话语体裁时，BNCC的教学建议旨在接近DICT (ROJO, 2017)，观察新的社交形式(SALOMAO, 2018)。我们打算鼓励讨论从新的角度考虑教师教育的重要性，以及在公共教育投资中阐明这一点的必要性，同时考虑到教师必须为实施BNCC做好准备。
{"title":"ENSINO DE LÍNGUA PORTUGUESA E TECNOLOGIAS DIGITAIS: ANÁLISES SOBRE DOCUMENTOS OFICIAIS","authors":"Jaciluz Dias, M. Silva","doi":"10.5216/LEP.V24I1.62538","DOIUrl":"https://doi.org/10.5216/LEP.V24I1.62538","url":null,"abstract":"This research aims at examining how the use of DICT is part of school curriculum and teacher education by analysing and comparing the following documents: “BNCC de lingua portuguesa do Ensino Medio” (BRASIL, 2018) and “DCN para formacao inicial” (BRASIL, 2015). Besides considering the prescribed curriculum for primary and secondary education, teacher training cannot overlook the documents which change the organisation of education cycles, such as “Reforma do Ensino Medio” (BRASIL, 2017). This analysis has shown that BNCC aims at approaching DICT in its pedagogical proposal when suggesting multimodal discursive genres (ROJO, 2017), observing the new forms of sociability (SALOMAO, 2018). We intended to encourage discussions about the importance of considering teacher education through a new perspective, as well as about the need to articulate this to investments in public education, taking into account that BNCC implementation is something that teachers will have to be prepared for.","PeriodicalId":40597,"journal":{"name":"Linguagem-Estudos e Pesquisas","volume":"24 1","pages":"77-88"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42431474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"ENTREVISTA COM A PROFESSORA DRA. VERA LÚCIA LOPES CRISTOVÃO – UNIVERSIDADE ESTADUAL DE LONDRINA-UEL","authors":"Anair Valênia, H. Ferreira, M. Ottoni","doi":"10.5216/LEP.V24I1.68354","DOIUrl":"https://doi.org/10.5216/LEP.V24I1.68354","url":null,"abstract":"","PeriodicalId":40597,"journal":{"name":"Linguagem-Estudos e Pesquisas","volume":"24 1","pages":"21-32"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46717995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In order to understand theoretical and didactic premises of teachers about (multi)literacies, we analyzed five discursive forums and seven chats of students of a post-graduate course in Literacy and Multiliteracies in e-learning modality. We verified the discussions about the new studies of teaching and pedagogy of multiliteracies focused on social practices. Our aim is to comprehend how teachers understand such theoretical premises and how they experience issues about literacy(ies) and multiliteracies in school environment. For a discussion on new literacies studies, we are based in the works of Street (2003, 2014), Soares (2002, 2003, 2004), Kleiman (1995, 2006); and for multiliteracies studies, we take NLG base (1996); Kalantzis and Cope (2008). The analyzed posts demonstrate that teachers of this course have more theoretical knowledge than concrete experiences in classroom, that is, they can conceptualize the terms, but they make few links with their experiences in classroom.
为了了解教师关于(多重)读写能力的理论和教学前提，我们分析了电子学习模式下读写能力和多重读写能力研究生课程的五个话语论坛和七个对话。我们验证了以社会实践为中心的多元素养教学和教学法新研究的讨论。我们的目的是了解教师如何理解这些理论前提，以及他们如何在学校环境中经历有关读写和多元读写的问题。关于新识字研究的讨论，我们参考了Street(2003年、2014年)、Soares(2002年、2003年、2004年)、Kleiman(1995年、2006年);对于多元读写研究，我们采用NLG基础(1996);Kalantzis and Cope(2008)。从分析的岗位来看，该课程教师的理论知识多于具体的课堂经验，即他们可以对术语进行概念化，但与课堂经验的联系很少。
{"title":"ESTUDOS DE (MULTI)LETRAMENTOS: CONSTRUÇÃO DE PREMISSAS TEÓRICO-DIDÁTICAS POR PROFESSORES EM FÓRUNS E CHATS ACADÊMICOS","authors":"D. Hissa","doi":"10.5216/LEP.V24I1.62536","DOIUrl":"https://doi.org/10.5216/LEP.V24I1.62536","url":null,"abstract":"In order to understand theoretical and didactic premises of teachers about (multi)literacies, we analyzed five discursive forums and seven chats of students of a post-graduate course in Literacy and Multiliteracies in e-learning modality. We verified the discussions about the new studies of teaching and pedagogy of multiliteracies focused on social practices. Our aim is to comprehend how teachers understand such theoretical premises and how they experience issues about literacy(ies) and multiliteracies in school environment. For a discussion on new literacies studies, we are based in the works of Street (2003, 2014), Soares (2002, 2003, 2004), Kleiman (1995, 2006); and for multiliteracies studies, we take NLG base (1996); Kalantzis and Cope (2008). The analyzed posts demonstrate that teachers of this course have more theoretical knowledge than concrete experiences in classroom, that is, they can conceptualize the terms, but they make few links with their experiences in classroom.","PeriodicalId":40597,"journal":{"name":"Linguagem-Estudos e Pesquisas","volume":"24 1","pages":"101-120"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70679335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article has as main objective to discuss some aspects about the booktube community as an incentive for literary reading. In addition, we intend to discuss the role played by these communities in the content production and sharing process. For the development of the investigation, we started from the understanding of booktube as a community, which make videos about books, and reading to disseminate on the Youtube platform. In this sense, we proposed, in Portuguese Language and Literature classes, the role of students as booktubers, performing activities of reading, production and sharing of texts on the Youtube platform. Access to reading communities, as well as the production of literary reviews to be made available on the web, seemed to arouse students, in addition to curiosity, desire and motivation for content production, inciting connection with new friends, colleagues, fans and digital influencers.
{"title":"A COMUNIDADE BOOKTUBE E O PROEJA: UMA PROPOSTA DE INTERVENÇÃO PEDAGÓGICA","authors":"Dayse Rodrigues dos Santos, Anair Valênia","doi":"10.5216/LEP.V24I1.63601","DOIUrl":"https://doi.org/10.5216/LEP.V24I1.63601","url":null,"abstract":"This article has as main objective to discuss some aspects about the booktube community as an incentive for literary reading. In addition, we intend to discuss the role played by these communities in the content production and sharing process. For the development of the investigation, we started from the understanding of booktube as a community, which make videos about books, and reading to disseminate on the Youtube platform. In this sense, we proposed, in Portuguese Language and Literature classes, the role of students as booktubers, performing activities of reading, production and sharing of texts on the Youtube platform. Access to reading communities, as well as the production of literary reviews to be made available on the web, seemed to arouse students, in addition to curiosity, desire and motivation for content production, inciting connection with new friends, colleagues, fans and digital influencers.","PeriodicalId":40597,"journal":{"name":"Linguagem-Estudos e Pesquisas","volume":"24 1","pages":"33-44"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46273181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Natália da Silva Nascimento, Marco Antônio Villarta-Neder, H. Ferreira
{"title":"VIDEOANIMAÇÃO WAY OF GIANTS: UMA PROPOSTA DE LEITURA DE TEXTO MULTISSEMIÓTICO","authors":"Natália da Silva Nascimento, Marco Antônio Villarta-Neder, H. Ferreira","doi":"10.5216/LEP.V24I1.68363","DOIUrl":"https://doi.org/10.5216/LEP.V24I1.68363","url":null,"abstract":"","PeriodicalId":40597,"journal":{"name":"Linguagem-Estudos e Pesquisas","volume":"24 1","pages":"191-204"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44789616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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