Artigo apresentado ao curso de Pós-Graduação em Português: Língua e Literatura da Universidade Metodista de São Paulo. Orientação: Prof. Dr. Silvio Pereira da Silva, julho de 2018, 2018
Este artigo apresenta um estudo de caso do projeto "O Mágico de Oz" em Jogo de tabuleiro. A quest... more Este artigo apresenta um estudo de caso do projeto "O Mágico de Oz" em Jogo de tabuleiro. A questão norteadora se baseou na escolha do cânone literário de L. Frank Baum, "O Mágico de Oz", e delineou esse projeto acerca do porquê ler esse clássico no ensino fundamental II e como transformar a leitura mais dinâmica, ativa (com base nas metodologias ativas BACICH & MORAN, 2018) e resgatar o prazer na leitura por meio da transposição do gênero literário da narrativa para o jogo de tabuleiro. As rodas de leitura foram a principal atividade da sequência didática (ZABALA, 1998) deste projeto para compreender a leitura como meio de prazer e investigação e ensino de moralidade, por meio de projeto interdisciplinar e multimodal (artes e jogos, respectivamente) e para compor o trabalho de avaliação formativa (ZABALA, 1998). O trabalho da literatura comparada e suas contribuições didáticas (CARVALHAL, 2006) fortaleceu a leitura, o interesse e contribuiu para maior motivação quanto à leitura do clássico.
This monographic paper focused on the presentation of the accountability for learning and teachin... more This monographic paper focused on the presentation of the accountability for learning and teaching processes; its concepts and pre-concepts which were operated in this approach as for teaching (educational processes, curricula and lesson plans) as for learning (directed to the self-assessment, to the critically reflexive approach of the student). The applications of this perspective in the teaching-learning process of English as a foreign language were established in one activity, in which it was included a questionnaire for (self)assessment, focalizing the approximation of the proposed activity in the reflective and self- assessment processes. This effectiveness was based on the fundamental studies of accountability for learning (REEVES, 2004). This research showed paths to an estimate of the critical reflective process to the study and to the teaching of English to teenage students in schools. The curriculum of the course was designed according to the accountability for teaching-learning processes and the course was taught in a manner which enabled the students and teachers to act more reflectively. Moreover, the accountability resulted in a more closely and more meaningful participation of the students in the proposed activity, in the study of English. The class became clearly more student-centered, ultimately, allowing more consciousness in the process of the students’ studies, thus, learning English. Possibilities of further discussion and interdisciplinary researches were reached through this paper and through the use of the theoretical concepts approached on the accountability for learning. It made clear that the oral and written reports equipped with deep consideration, in a way, contributed intensively to a more meaningfully and responsibly linguistic learning, additionally, to student-centered teaching which enabled the teacher to have a more critical view of his teaching process.
This research aims at investigating how the linguistic repertoires of English students are expand... more This research aims at investigating how the linguistic repertoires of English students are expanded in media production in consonance with Participatory Culture (Jenkins, 2009) and at investigating which affordances (Gibson, 2015; Paiva, 2010; Van Lier, 2000) are provided through a didactic sequence built in the light of the Pedagogy of Multiliteracies (Rojo, 2012/2013; GNL, 1996/2021) that culminates in the production of fanfiction texts (Sachs, 2019; Rojo, 2012; Jenkins, 2006/2009). In this way, the study focuses on the investigative aspect of the themes raised by young people in the ninth grade of middle school in their fictional media narratives and published on a fanfiction dissemination platform. The analysis of the texts produced by the students will be based on the thematic contents aligned with the perspective of Socio-discursive Interactionism (Bronckart, J.; Bronckart, E., 2017, Guimarães, 2007; Bronckart, J. 2006/2008). We hope to contribute, with this study, to a greater understanding of learning through the Pedagogy of Multiliteracies in agreement with Participatory Culture and in school-media production, as well as for the understanding of the resources that are offered in the English classes with the use of the proposed didactic unit, in the production of fanfictions by students, and in the accountability of the teaching-learning process.
Artigo apresentado ao curso de Pós-Graduação em Português: Língua e Literatura da Universidade Metodista de São Paulo. Orientação: Prof. Dr. Silvio Pereira da Silva, julho de 2018, 2018
Este artigo apresenta um estudo de caso do projeto "O Mágico de Oz" em Jogo de tabuleiro. A quest... more Este artigo apresenta um estudo de caso do projeto "O Mágico de Oz" em Jogo de tabuleiro. A questão norteadora se baseou na escolha do cânone literário de L. Frank Baum, "O Mágico de Oz", e delineou esse projeto acerca do porquê ler esse clássico no ensino fundamental II e como transformar a leitura mais dinâmica, ativa (com base nas metodologias ativas BACICH & MORAN, 2018) e resgatar o prazer na leitura por meio da transposição do gênero literário da narrativa para o jogo de tabuleiro. As rodas de leitura foram a principal atividade da sequência didática (ZABALA, 1998) deste projeto para compreender a leitura como meio de prazer e investigação e ensino de moralidade, por meio de projeto interdisciplinar e multimodal (artes e jogos, respectivamente) e para compor o trabalho de avaliação formativa (ZABALA, 1998). O trabalho da literatura comparada e suas contribuições didáticas (CARVALHAL, 2006) fortaleceu a leitura, o interesse e contribuiu para maior motivação quanto à leitura do clássico.
This monographic paper focused on the presentation of the accountability for learning and teachin... more This monographic paper focused on the presentation of the accountability for learning and teaching processes; its concepts and pre-concepts which were operated in this approach as for teaching (educational processes, curricula and lesson plans) as for learning (directed to the self-assessment, to the critically reflexive approach of the student). The applications of this perspective in the teaching-learning process of English as a foreign language were established in one activity, in which it was included a questionnaire for (self)assessment, focalizing the approximation of the proposed activity in the reflective and self- assessment processes. This effectiveness was based on the fundamental studies of accountability for learning (REEVES, 2004). This research showed paths to an estimate of the critical reflective process to the study and to the teaching of English to teenage students in schools. The curriculum of the course was designed according to the accountability for teaching-learning processes and the course was taught in a manner which enabled the students and teachers to act more reflectively. Moreover, the accountability resulted in a more closely and more meaningful participation of the students in the proposed activity, in the study of English. The class became clearly more student-centered, ultimately, allowing more consciousness in the process of the students’ studies, thus, learning English. Possibilities of further discussion and interdisciplinary researches were reached through this paper and through the use of the theoretical concepts approached on the accountability for learning. It made clear that the oral and written reports equipped with deep consideration, in a way, contributed intensively to a more meaningfully and responsibly linguistic learning, additionally, to student-centered teaching which enabled the teacher to have a more critical view of his teaching process.
This research aims at investigating how the linguistic repertoires of English students are expand... more This research aims at investigating how the linguistic repertoires of English students are expanded in media production in consonance with Participatory Culture (Jenkins, 2009) and at investigating which affordances (Gibson, 2015; Paiva, 2010; Van Lier, 2000) are provided through a didactic sequence built in the light of the Pedagogy of Multiliteracies (Rojo, 2012/2013; GNL, 1996/2021) that culminates in the production of fanfiction texts (Sachs, 2019; Rojo, 2012; Jenkins, 2006/2009). In this way, the study focuses on the investigative aspect of the themes raised by young people in the ninth grade of middle school in their fictional media narratives and published on a fanfiction dissemination platform. The analysis of the texts produced by the students will be based on the thematic contents aligned with the perspective of Socio-discursive Interactionism (Bronckart, J.; Bronckart, E., 2017, Guimarães, 2007; Bronckart, J. 2006/2008). We hope to contribute, with this study, to a greater understanding of learning through the Pedagogy of Multiliteracies in agreement with Participatory Culture and in school-media production, as well as for the understanding of the resources that are offered in the English classes with the use of the proposed didactic unit, in the production of fanfictions by students, and in the accountability of the teaching-learning process.
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