Banca de DEFESA: LEDYANY GISLON

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : LEDYANY GISLON
DATA : 27/06/2024
HORA: 14:00
LOCAL: Plataforma Google meet: https://meet.google.com/zci-cfgk-vzk
TÍTULO:

THE USE OF DIGITAL TECHNOLOGIES ALLIED TO CRITICAL READING AND WRITING WITH ELEMENTARY SCHOOL STUDENTS

PALAVRAS-CHAVES:

Opinion Article. Following teaching. Critical Reading. Digital Technologies.

PÁGINAS: 205
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

Schools deal with a generation of students who use new technologies every day, and at an increasingly earlier age in their own family environment. There is no escaping this reality. In this sense, developing and improving reading and writing skills, especially the ability to argue in written texts, is fundamental to mastering languages and using Digital Information and Communication Technologies (DIT) which, when available, can be combined with Teaching and Learning. Thus, this work aimed to understand the reading and writing process of students in the 9th year of Elementary School at a public school in Sinop/MT and used the opinion article genre as a criticality enhancer, based on the following concerns: a) Of How can the integration of the Chromebook in PL classes promote student autonomy and contribute to the development of critical and reflective reading practice, specifically in the context of the opinion article textual genre? b) Which pedagogical strategies are most effective when incorporating the technological instrument and improving students' reading and argumentative writing, especially in relation to opinion texts? and c) What is the impact of using the digital tool on students' attitudes towards critical and reflective reading of opinion articles compared to traditional teaching methods? The development of the proposal used the chromebook as a tool in the classroom context and in the construction of the corpus, texts produced in the modules organized and applied according to the didactic-methodological procedures guided by Dolz, Noverraz and Schnewly (2004) and action research in Thiollent (2008). The participants were 15 (fifteen) students, whose authors of the textual productions, that is, initial and final, allowed discussions and reflections in the light of Critical Applied Linguistics (LAC), specifically, the theoretical contributions of Soares (2002; 2017), Rojo and Moura (2012), Antunes (2003; 2009), Ribeiro (2006; 2007), Koch and Elias (2006), Marcuschi (2001; 2003) and Kleiman (1989; 1995), to name a few. It is expected to contribute to studies on literacy in educational spaces and prepare critical, ethical citizens who are engaged in the social dynamics of language.

MEMBROS DA BANCA:
Interna - 39242003 - ALBINA PEREIRA DE PINHO
Interna - 74485019 - HELENICE JOVIANO ROQUE DE FARIA
Externa à Instituição - CELIA ZERI DE OLIVEIRA WEBER - UFPA