Banca de DEFESA: TANIA CRISTINA CRIVELIN JORRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : TANIA CRISTINA CRIVELIN JORRA
DATA : 23/09/2024
HORA: 13:30
LOCAL: Sala virtual: https://meet.google.com/xep-dyye-cep
TÍTULO:

TEACHING AND LEARNING ENGLISH LANGUAGE WITH SONGS FROM THE PERSPECTIVE OF CRITICAL LITERACY: an experience with elementary school students

PALAVRAS-CHAVES:

Linguistics. Applied Linguistics. English Language. Critical Literacy. Elementary School II. Songs.

PÁGINAS: 90
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

This research investigates data generated from a proposal for teaching and learning English through song-based activities. The proposal was developed with 7th grade Elementary School students in a school context located in a city in the north of the state of Mato Grosso, Brazil. Its general aim was to analyze signs and manifestations of critical literacy in classroom interaction and in data generated in interviews with students. The theoretical principles are based on authors who discuss critical literacy, such as Paulo Freire (1967, 1987, 1992, 2016), Jordão (2007), Macedo and Pinho (2022), to mention a few. This is a qualitative-interpretative (Minayo, 2010) and interventional research that uses principles of action research supported by Thiollent (2011) and the participatory observer (Menezes, 2024). To generate data, participant observation, audio recordings of classes, and interviews were used. The last ones were developed after the proposal was over. The results suggest that the proposal in which multimodal genres, such as songs, developed together with reflective activities and practices are viable for the construction of critical literacy. By addressing relevant and contemporary themes, such as environmental issues and linguistic varieties in the English language, the songs function as bridges between the linguistic content and the students' lived experiences, facilitating understanding and critical reflection. In this way, the songs not only enrich the linguistic repertoire and comprehension, but also encourage students to think critically about the content and messages, promoting a critical literacy that transcends the classroom and connects with social reality and global linguistics. The proposal provided data that allowed a contribution to the construction of possibilities for a more engaged and meaningful pedagogy, which values the integral formation of students and responds to the contemporary demands of a critical and reflective education.

MEMBROS DA BANCA:
Externa à Instituição - CLARISSA MENEZES JORDÃO - UFPR
Interna - 74485019 - HELENICE JOVIANO ROQUE DE FARIA
Presidente - 82419001 - OLANDINA DELLA JUSTINA