Banca de DEFESA: JACIELLY KATIA DE ALMEIDA SILVA LOPES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JACIELLY KATIA DE ALMEIDA SILVA LOPES
DATE: 27/07/2023
TIME: 14:00
LOCAL: Ambiente virtual
TITLE:

USING EMAIL AS A DIGITAL GENRE IN THE TEACHING OF PORTUGUESE FROM A MULTILITERACY PERSPECTIVE

KEY WORDS:

Multiliteracies. Language. Didactic sequence. Email.

PAGES: 128
BIG AREA: Linguística, Letras e Artes
AREA: Linguística
SUMMARY:

Given the current need to promote the development of digital literacy and the essential requirement of technological proficiency for producing texts in online environments, it is crucial for schools to adopt appropriate linguistic practices that incorporate the use of digital tools and their associated languages, since it can equip students to communicate effectively in a variety of situations. Therefore, we conducted this study with the overarching objective of designing a pedagogical intervention to enhance the digital literacy of students in the final years of Elementary School by using the genre of email. A questionnaire administered to ninth-grade students at a public school in Sítio Novo, Rio Grande do Norte, informed the development of the intervention, which will be implemented in the future. Dolz and Schneuwly's (2004) studies on didactic sequences, as well as Bacich, Tanzi Neto, and Trevisani's (2019) and Bacich and Moran's (2018) discussions on active methodologies, were used to construct the proposal. As a result of the research, we have created a website. The theoretical framework is informed by the works of multiple authors, including Marcuschi (2008; 2010), Bakhtin (2020), Koch (2018), and Adam (2008), with respect to textual genres; Marcuschi (2008) and Paiva (2010) with respect to email as a distinct genre within the digital environment; and Antunes (2010; 2017) with respect to the significance of texts in the classroom. As to the use of technology in writing, we consulted the work of Coscarelli (2016) and Ribeiro (2018). Based on these theoretical premises, we discussed digital literacy and technological competence. As a foundation for our understanding of literacy, we referred to Soares (2022) and Kleiman (2016), who address the diversity of literacies. We also turned to Rojo (2012) for the definition of multiliteracies and Kalantzis, Cope, and Pinheiro (2022) for an understanding of the functions of literacies and the pedagogy of multiliteracies. When it came to methodology, we adopted a qualitative and exploratory approach. The findings from the questionnaire allowed us to identify differences in the technological proficiency of students as well as their limited familiarity with email tools.

COMMITTEE MEMBERS:
Presidente - 1451653 - ALEXANDRO TEIXEIRA GOMES
Interno - 2275923 - MARCIO SALES SANTIAGO
Externa à Instituição - MARIA INÊS BATISTA CAMPOS - USP