Banca de DEFESA: RICARDO TAVARES MARTINS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : RICARDO TAVARES MARTINS
DATE: 24/02/2022
TIME: 14:00
LOCAL: https://meet.google.com/ehu-irmk-ixc
TITLE:

Multiliteracies in the English language textbook: comprehension and practices about writing-reading in a discursive perspective

KEY WORDS:

Multiliteracies. Textbook. English Language. Discourse Analysis. Writing-Reading.

PAGES: 120
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

Since 1996, the New London Group (NLG) has been calling attention to the development of a plural society not only linguistically but also culturally that communicates more and more through multiliteracies, that is, through multifaceted texts that involve various semiosis and circulate widely and quickly in increasingly digital environments. In the manifesto A Pedagogy of Multiliteracies: Designing Social Futures (1996), the NLG proposes to think about these issues mentioned directing them to school in defense of a Pedagogy of Multiliteracies. In Brazil, multiliteracies are part of proposals in official documents such as, for example, the BNCC, which in turn influence/guide school practices in the country and the production of textbooks. By looking at the matter of multiliteracies, our main interest was, therefore, to analyze, from a discursive perspective, the writing and reading activities that, in the English language textbook, are based on proposals for multiliteracies. We were interested in analyzing the discourse materialized in the most representative activities of the proposal of the Pedagogy of Multiliterations (THE NEW LONDON GROUP, 1996). This analysis also implied determining the conditions for the production of multiliteracies writing-reading in the English language textbook, which, in turn, involves the relationship between the technological/digital universe, the need for multiliteracies and the subjects involved in this process. We use the theoretical-analytical device of materialist Discourse Analysis (PÊCHEUX, [1975] 2014, [1969] 2019; ORLANDI, [1996] 2007, [1983] 1987, [1999] 2020, [1988] 2012) to treat the corpus which was consisted of 10 writing-reading activities extracted from the three volumes of the Alive High collection which we consider them to be the most representative concerning the adhesion to the proposed by the Pedagogy of Multiliteracies in the textbook, that is, a group of activities that work with writing-reading in the production of meanings in multifaceted texts composed of different semiosis in increasingly digital environments. The aforementioned collection was chosen, among others available, based on the following criteria: a) it is the only one that works with the complex approach to language learning (BORGES & PAIVA, 2011) which understands language as an object at the same time individual and social imbricated in a cognitive and social-historic-political-cultural complexity; b) presents a significant circulation of copies (almost 04 million copies) since it started to appear as an option of choice in a National Textbook Program in Brazil, reaching a significant audience of students, teachers and schools; c) third most chosen English-language textbook since 2015, according to data from the National Education Development Fund (2021), which has never been out of the catalog since then, which demonstrates good adherence by teachers/schools. The initial hypothesis was that the conditions of productions of writing-reading activities involving multiliteracies in the chosen textbook are run through by discourses presented in the Manifesto evidenced on pre-constructed and paraphrastic movements of construction of meanings through materialization of the pedagogical discourse in the activities of the corpus.

BANKING MEMBERS:
Interna - 1726965 - FABIELE STOCKMANS DE NARDI SOTTILI
Interna - 050.744.464-73 - JULIA MARIA RAPOSO GONCALVES DE MELO LARRE - UFRPE
Externo à Instituição - MARCO ANTONIO MARGARIDO COSTA - UFCG