Navegando por Autor "Santos, Heloisa da Rocha"

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    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/6932416698842297
    Technology 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.