Banca de DEFESA: FABIANA ALESSANDRA DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : FABIANA ALESSANDRA DOS SANTOS
DATA : 27/02/2026
HORA: 13:00
LOCAL: meet.google.com/xyh-payi-mfm
TÍTULO:

Multiliteracies in reading instruction based on the experiences of literacy teachers: A narrative study

PALAVRAS-CHAVES:

Reading practices; Literacy; Multiliteracies.

PÁGINAS: 161
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
RESUMO:

In a world marked by the rapid transformation of communicative practices, driven by digital culture and the diversity of languages, education faces the challenge of overcoming traditional models of literacy. Multiliteracies emerge as an approach that transcends the mere decoding of written texts, encompassing the ability to interact critically across multiple communicative modalities and to embrace different cultures. This study aims to investigate how literacy teachers mediate the construction of reading competencies, preparing learners to engage with the languages of their time. To this end, the research adopted a narrative inquiry methodology, within a qualitative approach that respects the particularities of the social context under investigation. The analysis perspective was a categorical with content-focused analysis, as proposed by Lieblich et al. (1998), articulated with the interpretative triangulation of Bortoni-Ricardo (2008), Barcelos (2020), among others. The analyses gave meaning to the experiences narrated in the memoirs and interviews of the six participants, enabling an understanding of their experiences in the literacy process and verifying whether their pedagogical practices contemplate the pedagogy of multiliteracies. These data made it possible to identify current reading practices, everyday challenges, and an understanding of how teachers interpret their experiences and the world around them. The research was based on the principles of Applied Linguistics, a field that investigates language practices in real contexts of use and seeks to understand the relationships between discourse, identity, and society. From this perspective, language is assumed as a social and ideological practice, articulating theory and practice to problematize the dynamics of teaching and learning in contemporary times. The theoretical framework draws on studies that have contributed to the debate on literacy and multiliteracies, with emphasis on the New London Group’s Manifesto of Multiliteracies (1996) and the contributions of Freire (1967, 1990, 1987, 1996), Soares (2002, 2017, 2023), Rojo and Moura (2012), Lankshear and Knobel (2013, 2016), Street (1984, 2014), Cope, Kalantzis and Pinheiro (2020), Ribeiro (2021), Ribeiro and Coscarelli (2023), among others. After data collection and analysis, although some teachers reported obstacles that hinder the full development of multiliterate practices in their daily lives, these same professionals expressed the desire to promote emancipatory reading, articulating alphabetic literacy and critical literacy as tools to address global demands.

MEMBROS DA BANCA:
Presidente - 132024001 - ANA CAROLINA DE LAURENTIIS BRANDAO
Interna - 132233001 - VANESSA FABIOLA SILVA DE FARIA
Externa à Instituição - PATRICIA VASCONCELOS ALMEIDA - UFLA