Contribuições dos textos multimodais para o trabalho com os multiletramentos nos anos iniciais do ensino fundamental
This project presents an initial study on the importance of exploring multimodality in the process of developing multiliteracies in the pedagogical context of the early years of elementary school. For this, we sought to highlight ways to incorporate multimodal texts in the pedagogical work; analyze...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/54020 |
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| Resumo: | This project presents an initial study on the importance of exploring multimodality in the process of developing multiliteracies in the pedagogical context of the early years of elementary school. For this, we sought to highlight ways to incorporate multimodal texts in the pedagogical work; analyze the BNCC guidelines, focusing on the development of multiple languages and appreciation of communication diversity; examine the project "A Message for You", made available by the Ministry of Education, with the purpose of understanding pedagogical approaches that incorporate the use of multimodal texts. The study was organized using a qualitative methodology, which consisted of a bibliographical review of theoretical authors, such as Grupo Nova Londres (1996) (CAZDEN et al., 2021), Magda Soares (1998), Roxane Rojo (2012) and Ana Elisa Ribeiro (2020). Through this review, we sought to theoretically base the research, exploring some perspectives and contributions of the mentioned authors, especially with regard to the fundamental concepts mentioned above. These concepts play a crucial role in understanding the complexities of contemporary interaction and its relationship with educational practices, allowing an initial vision of the topic under study. Then, the National Common Curricular Base (BNCC), a document that guides educational guidelines in Brazil, was analyzed, with contributions from Ribeiro (2020), Lima, Silva and Mafra (2020). The aim was to understand how the proposed changes are reflected in the BNCC, with a focus on developing skills in multiple languages and valuing communication diversity. It was found that the BNCC recognizes the importance of preparing students to deal with different forms of interaction, including visual, digital and bodily resources. However, challenges arise in the implementation of these principles in the classroom, both due to the difference between educational policies and practices, and the lack of consideration for the social and economic differences present in the country. Concerns also arise about the influence of the private sector in making these policies and the idea of standardization. Finally, the project "A Message for You", made available by the Ministry of Education, was examined, with the purpose of understanding approaches that incorporate digital and multimodal texts in basic education, specifically in fundamental education l. This analysis contributed to the analytical and reflective exercise on practices that foster inclusive and coherent pedagogical practices in the context of students in Portuguese language teaching. The results obtained showed that multimodality plays a fundamental role in the development of multiliteracies, meeting the demands of students in a diverse society. It incorporates different forms of interaction, promoting the development of communicative skills and adaptation in different situations. In addition, it critically addresses language intolerance and encourages reflection on rooted prejudices. Multimodality and multiliteracies are interconnected processes, as the production of multimodal texts requires specific knowledge and skills. Therefore, multimodality represents a necessity for the development of multiliteracies in elementary education. |
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