Banca de DEFESA: JAILINE MAYARA SOUSA DE FARIAS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : JAILINE MAYARA SOUSA DE FARIAS
DATE: 11/03/2022
TIME: 14:00
LOCAL: Plataforma meet
TITLE:

Technodiscursive architectures in language teaching and learning: digital texts and literacies in (trans)formation

KEY WORDS:

Text. Literacies. Technodiscourse. Language teaching and learning. Teacher education.

PAGES: 301
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

Our interactions nowadays have been progressively permeated by digital technologies, which have enabled new forms of text production, organization, and circulation (BARTON; LEE, 2015) and the emergence of new genres and textual dynamics (MARCUSCHI, 2010). This context poses theoretical and pedagogical challenges for the work with digital productions, which demand shifts and expansions on the notions of text and literacy. In this sense, based on a transdisciplinary approach, the present research combines contributions on the notion of text in the field of Text Linguistics (CAVALCANTE et al., 2019), as well as on (new/multi/trans) literacies (STREET, 2014; HAMILTON, BARTON, IVANIC, 2000; GEE, 2015; KLEIMAN, 1995; 2015; NEW LONDON GROUP, 1996; KRESS, 2000; LANKSHEAR; KNOBEL, 2007, KALANTZIS; COPE, 2008; COPE; KALANTZIS, 2000; 2009; 2015; SMITH; STORNAIUOLO; PHILIPS, 2018), its trans/multimodal (SHIPKA, 2016) and technodiscursive dimension (PAVEAU, 2017, 2019, 2021). Our aim is to investigate the modes of digital production in the context of online teaching and in the development of language teaching proposals, focusing on the compositional and pedagogical aspects mobilized by the pre-service teachers, participants of the research. The present research is methodologically characterized as a qualitative-interpretivist case study (MOITA LOPES, 1994; SEVERINO, 2007; ANDRÉ, 2013), and explores the data generated from a minicourse, in which pre-service teachers, Letras undergraduate students, participated. Our analysis focus on the pre-service teachers’ technodiscursive production trajectories in the online minicourse community using the Scholar platform (Common Ground - University of Illinois), culminating in the construction of digital learning modules for language teaching. The participants' productions, including the modules as digital artifacts, evidenced the emergence of technotextual dynamics that result from the relationship between linguistic and technological elements. In this process, the participants/teachers actively mobilized technodiscursive elements of the digital ecosystem (trans/multimodal, hypertextual, delinearized), reflecting an expanded notion of text and the work with textual production in their interactions and in the way they organized and pedagogically guided their teaching proposals. We also highlight the relevance of working with the meaning-making possibilities of the digital in teaching and teacher education, which requires the creation of opportunities for experimentation and engagement with these new forms, in order to encourage the expansion of their repertoires and critical and ethical reflection on the meaning-making challenges and possibilities on the web. With this, we reiterate, therefore, the importance of investigating the (techno)textual dynamics that emerge from the digital, which result from the co-constitutive relation of several elements distributed in technodiscursive ecologies and that demand a broader look at communicative practices, including teaching and learning contexts. We hope that our research contributes to future investigations and the work with digital texts and the technodiscursive affordances of online ecosystems.

BANKING MEMBERS:
Presidente - 1999641 - SUZANA LEITE CORTEZ
Interna - 050.744.464-73 - JULIA MARIA RAPOSO GONCALVES DE MELO LARRE - UFRPE
Externo à Instituição - MARY KALANTZIS
Externa à Instituição - ANGELA PAIVA DIONISIO - UFPE
Externa à Instituição - MARIA EDUARDA GIERING - Unisinos