Banca de DEFESA: WESLEY RODRIGO PEDROZA DA SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : WESLEY RODRIGO PEDROZA DA SILVA
DATE: 08/11/2024
TIME: 14:00
LOCAL: a definir
TITLE:

Scratch language in a literacy project

KEY WORDS:

Scratch; multiliterate practices; literacy project.

PAGES: 150
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

The need for collective efforts to combat misinformation has increased as new technologies are disseminated. In the educational context, the consequences of misinformation present yet another challenge for teachers, who are expected to adopt attitudes capable of stimulating relevant and agentive multiliteracies practices. In view of this, the general objective of this thesis is to understand the resizing of multiliteracy practices, made possible by the adoption of the Scratch language, in a literacy project. To this end, we propose the following specific objectives: a) to characterize the authorship models observed in the production of a game in Scratch; b) to analyze the use of multimodality in the process of attributing meanings; c) to identify traits that demonstrate glocality. To achieve these objectives, we base ourselves on concepts arising from the Bakhtin Circle (Bakhtin and Voloshinov, 2012), on Literacy Studies with a sociocultural slant (Kleiman, 1995; 2005; 2016; Tinoco, 2008; Oliveira, Tinoco and Santos, 2014; Cazden et al, 2021) and on principles of Constructionism and Creative Learning (Papert, 1991; 1994; Resnick, 2020). Methodologically, this is qualitative-interpretative research with an ethnographic bias (Andre, 1995), inserted in the field of Applied Linguistics (Moita Lopes, 2006; Kleiman; De Grande, 2015). The locus of the research is a public school in Sao Goncalo do Amarante, in Rio Grande do Norte. The collaborators are high school students from this educational institution. The instruments used to generate data consist of field notes, photographs, recordings, interviews, forms, and discussion groups. Three categories of analysis emerged from the data generation: multimodality, assessment, and glocality. The results indicate that the use of Scratch in the literacy project developed favored: i) the use of multimodality in processes of redefining the meanings of the school, the institutional body, and the students themselves; ii) collective forms of expression, boosting the involvement of agents in the community and enabling collaborative authorship and protagonism; iii) recognition, appropriation, and development of strategies to identify and combat fake news. Thus, we understand that Scratch can be configured as a significant teaching-learning resource, which presupposes the adoption of a situated practice and a constant dialogue between teachers and students.

COMMITTEE MEMBERS:
Presidente - 2087054 - GLICIA MARILI AZEVEDO DE MEDEIROS
Interno - 1551756 - EDVALDO BALDUINO BISPO
Externa ao Programa - 1011609 - ALANA DRIZIÊ GONZATTI DOS SANTOS - UFRNExterna à Instituição - ANA PATRÍCIA SÁ MARTINS - UEMA
Externo à Instituição - DOROTEA FRANK KERSCH - Unisinos