Banca de QUALIFICAÇÃO: WALÉRIA ARAÚJO ALVES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : WALÉRIA ARAÚJO ALVES
DATA : 13/11/2023
HORA: 14:00
LOCAL: Google meet
TÍTULO:

MULTIMODALILTY AND E MULTILETERACIES IN ENGLIS LANGUAGE TEACHING: TE INSTAGRAM IN A PEDAGOGICAL PERSPECTIVE

PALAVRAS-CHAVES:

English language teaching; Feminism; Critical digital literacy; Social
network.

PÁGINAS: 114
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Métodos e Técnicas de Ensino
RESUMO:

Technological advances and the democratization of access to digital resources have enabled
the presence of these resources in our daily lives, both in the trivial tasks of our personal and
professional lives. However, one environment that still struggles to keep up with this
modernization is the school environment. According to Kress (2006 apud Ribeiro, 2021), the
teacher and the school will have to adhere to new technologies, not for political reasons but
for semiotic reasons since semiotics, as a science, has a broad field of study and includes
languages, whether verbal or visual. Given this, we realize the need to review concepts and
broaden our perspective in order to successfully enter the technological world, which is
closely linked to semiotic and multimodal issues. The multimodality or multisemiosis of
contemporary texts and resources requires us to have multiple literacies, that is,
multiliteracies, as texts, being composed of many languages, require readers to have a
multipurpose understanding capacity. Among the environments that exclude us, readers, from
this critical look and diverse understanding, social networks stand out, as times are digital and
a large part of the Brazilian population is equipped with cell phones, as Coscarelli and Kersch
(2016) emphasize. Thus, the themes that guided the research were multimodality and
multiliteracies, complemented by digital technologies and English language teaching linked to
the transversal theme of feminism. Our main theoretical framework includes the works of
Paiva (2012), Rojo (2012), Coscarelli (2016), Ribeiro (2021) Moran et al. (2013), Kress and
van Leeuwen (1996/2006), Silva (2016), Gualberto and Santos (2019), Araújo and Leffa
(2016), Luke and Gore (1992), Bezerra (2022) and Tiburi (2021). In this sense, the work
intends to investigate the pedagogical potential of the social network Instagram, as we realize
there is currently a concern about relating technological resources to school and language
teaching. However, in addition to the pedagogical issues involving the social network
Instagram, we brought feminism as a transversal theme of the research, with no intention of
expanding the critical digital literacy of students since this topic, despite being recurrent in
digital media, is generally addressed in a superficial or distorted way, which only brings
misinformation and setbacks. The method adopted in this work is phenomenological, and the
information will be obtained through conversations and questionnaires, which classifies the
research as descriptive. Furthermore, the study has an interpretive characteristic, as it
considers the mutual construction between man and the social world. As for the procedures
adopted, this is action research, as there is an attempt to understand social groups by
themselves. The qualitative approach will be imposed due to the subjective nature of the
research and also because we consider the social context in which we are inserted. The
research corpus will consist of information obtained through recordings that will be made
throughout our practices and the analysis of the answers obtained through the semi-structured
questionnaire. The locus for carrying out the intervention will be the 2nd year (Eleventh
grade) high school classroom of the state public education network in the city of Cajazeiras-
PB.

MEMBROS DA BANCA:
Interno - 1612 - MARCOS NONATO DE OLIVEIRA
Presidente - 8093 - MARIA ZENAIDE VALDIVINO DA SILVA
Externa à Instituição - MICHELLE SOARES PINHEIRO - IFCE