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Navegando Trabalhos Acadêmicos e Técnicos por Orientador "Barbosa, Flávia Karolina Lima Duarte"
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Item O livro didático de português: um estudo sobre a relação texto-imagem(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2020-02-17) Farias, Ana Cristina Souza de; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178; Gaia, Rossana Viana; http://lattes.cnpq.br/4018992389689693; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569Although images are part of the socio-historical-cultural context and are in our daily life, schools tend to give more importance to the written elements rather than the visual ones. Having in mind that in the process of choosing Didact Books there is a specific criterion about images, this paper had the goal of investigating how Brazilian ethnic diversity and social and cultural plurality are shown in the Portuguese Language didactic book Contexto, Interlocução e Sentido, used by IFAL-Campus Maceió. The Theoretical Reference is represented on the documents that rule the Didactic Book National Program and by studies in the field of multimodality. This is a research of qualitative nature and the kind of investigation used was the documental reseach method. The process of collecting and generating data took place in the following phases: (i) checking if the images with ethnic diversity themes, Brazilian social and cultural plurality are presented in the High School Didactic Português: contexto, interlocução e sentido; and (ii) multimodal analysis of the images that address the theme in this research. The results show that the collection analyzed did not accomplish the criteria related to images which is shown in the PNLD. This confirms the necessity of a reflexion regarding the importance of observing the text-image relation during the choosing of the didactic book, since we live in a more and more multimodal society.Item Pedagogia dos multiletramentos: trabalhando o gênero publicitário com o uso do aplicativo canva(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-12-01) Santos, Ediluce Calado dos; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384; Lima, Josenice Cláudia Moura de; https://orcid.org/0000-0002-6668-2097; http://lattes.cnpq.br/6932416698842297Technology is present in our daily lives, mainly in the teenagers and Young people lives. They spend hours and hours immersed in cyberspace through their Smartphones, however, the school still tends to ignore this reality. We start from the premise that the use of applications through activities with textual genres can contribute to the teaching-learning process, however, we understand that only the theory of textual genres does not meet the needs of language teaching. Therefore, this work aims to teach the Portuguese language under the bias of multiliteracies through activities with the advertising type and the use of mobile technology, through the Canva application. We rely on the Pedagogy of Multiliteracies and the advertising genre. The study method is qualitative, whose investigation is part of the case study. The data collection took place through the production of social advertisements and an informal conversation by WhatsApp. The data analysis was divided into two sections: the first with the analysis of group advertising productions with the theme bullying based on the characteristics of the advertising genre and the second with social themes that were chosen by the students individually, based on the Pedagogy of Multiliteracies. In view of the results, it can be understood that it is possible to use the cell phone as an aid tool for teaching and learning and to teach the Portuguese language under the bias of multiliteracies, as this theoretical perspective helps students to reflect on social problems in their means of coexistence and so that they have a leading role. We also understand that the most important result in the entire process was our transformation as Portuguese-language teachers, since, initially, we had difficulty understanding the Pedagogy of Multiliteracies.Item Práticas de multiletramentos no Ensino Fundamental II: processo de ensino-aprendizagem através do gênero entrevista(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-06-06) Gama, Alesandra Santana da Silva; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178; Agra, Cristiane Batinga; Santos, Damião Augusto de Farias; http://lattes.cnpq.br/0778906113024831The practice of reading and writing is important so that the students can live in society and be able to exercise their citizenship. The school as a teaching practice has the responsibility to train students and to extend the competence of knowing how to read and write to respond the questions of contemporary and computerized society that is increasingly focused on the development and socialization of information. Teaching with texts can favor the process of teaching and learning, especially if it is associated with multiliteracies , since the students show great interest in activities that involve the use of technological tools. The present work have had as objective the practices of multiliteracies, from a gender interview, as a textual genre that allows a reflection on the relations between speech and writing. (i) genre textual (ANTUNES, 2005; MARCUSCHI, 2008), (iii) genre interview (HOFFNAGEL, 2010) and (iii) information and communication technologies and multiliteracies (BRAGA, 2015; ROJO; MOURA, 2012; ROJO; BARBOSA; 2015). The methodological procedures for collecting and generating data used were: the profile of the school, the teacher and the subjects of the research, which are formed by a group of students who study at the 8th grade in elementary school on the age between 15 and 19 years old. To the data collection and generation, the researchers performed the transcripts of interviews collected through surveys and semi-structured interviews to analyze the students' perception. The results obtained with the work of analysis can be considered as results of great biases, since they contribute to the students and that the participants can reflect on the theme and context in which they live.