(Re)criando (mini)contos de terror: uma experiência de ensino de leitura e escrita de gênero multimodal
Given the multiplicity of languages and media present in contemporary texts, the work with digital genres characterizes itself as essential for teaching, reading and writing. Virtual media is already present in many dayly activities that require the use of language. This shows that the globalized...
में बचाया:
| मुख्य लेखक: | |
|---|---|
| अन्य लेखक: | |
| स्वरूप: | Dissertação |
| भाषा: | por |
| प्रकाशित: |
Universidade Federal do Rio Grande do Norte
|
| विषय: | |
| ऑनलाइन पहुंच: | https://repositorio.ufrn.br/jspui/handle/123456789/20985 |
| टैग : |
टैग जोड़ें
कोई टैग नहीं, इस रिकॉर्ड को टैग करने वाले पहले व्यक्ति बनें!
|
| सारांश: | Given the multiplicity of languages and media present in contemporary texts, the
work with digital genres characterizes itself as essential for teaching, reading and
writing. Virtual media is already present in many dayly activities that require the use
of language. This shows that the globalized world brings new demands of literacy
and various reading practices. Given this perspective, we propose to work the
multiliteracies present in the new texts from the enunciative discourse Bakhtinian
assumptions. For this, we chose to be as the object of research / intervention, the
horror flash fiction multimodal discursive genre, because it is a multissemiótico digital
statement of virtual circulation. In this context, this study aimed to understand how
the teaching of this kind can contribute to the development of knowledge related to
reading and text production, required by multiliteracies, by performing a Didactic
Sequence in the classroom, specifically for two classes of elementary school, 7th and
8th grades of public school. The research was based on Bakhtin's theory and the
Circle (2009, 2011) on gender perspective in a dialogic and the proposed Dolz and
Schneuwly (2004) for the text of teaching through sequences Teaching. We also use
the precepts of multiliteracies focused on Rojo (2012, 2013). The methodology used
was based on a qualitative approach. We consider the analysis of minicontos
produced by students, it's own hibridism of multiliteracies, the discursive
characteristics such as composition, style and subject content, in addition to relations
dialogicity present in these statements. At the end of the study, we realized that our
intervention contributed to the expansion of knowledge of the subjects involved
related to reading and multimodal genre production. |
|---|