Banca de QUALIFICAÇÃO: WESLEY RODRIGO PEDROZA DA SILVA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : WESLEY RODRIGO PEDROZA DA SILVA
DATE: 28/05/2024
TIME: 14:00
LOCAL: Sala 4 da ECT
TITLE:

Scratch language in a literacy project

KEY WORDS:

Scratch; multiliterate practices; literacy project.

PAGES: 100
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

The need for collective efforts to combat misinformation has intensified as new technologies are disseminated. In the educational context, the consequences of this misinformation present themselves yet another challenge for the teacher, from whom attitudes capable of stimulating relevant and agentic multiliteracy practices are expected. Considering this, the general objective of this doctoral thesis is to understand the resizing of multiliterate practices, made possible by the adoption of Scratch language, in a literacy project. To achieve this, we propose the following specific objectives: i) to analyze the use of multimodality in the process of meaning attribution; ii) to identify traces that evidence glocality; iii) to characterize the authorship models observed in the production of a Scratch game. To achieve these objectives, we draw on concepts from Bakhtin's Circle (Bakhtin and Voloshinov, 2012), Sociocultural Literacy Studies (Kleiman, 1995; 2005; 2016; Tinoco, 2008; Oliveira, Tinoco and Santos, 2014; Cazden et al, 2021), and the principles of Constructionism and Creative Learning (Papert, 1991; 1994; Resnick, 2020). Methodologically, this is a qualitative-interpretivist research with an ethnographic bias (André, 1995) and inserted in the field of Applied Linguistics (Moita Lopes, 2006; Kleiman; De Grande, 2015). The research locus is a public school in São Gonçalo do Amarante, Rio Grande do Norte. The collaborators are high school students from this educational institution. The instruments used in data generation consist of field notes, photographs, recordings, interviews, forms, and group discussions. Three categories of analysis emerged from the data generation: multimodality, glocality, and lautoria. The results indicate that the use of Scratch in the developed literacy project favored: i) the use of multimodality in processes of resignification of meanings of the school, institutional body, and the students themselves; ii) collective forms of expression, driving the involvement of agents in the community and enabling collaborative authorship and protagonism; iii) the recognition, appropriation, and elaboration of argumentative strategies for identifying and combating fake news.          

COMMITTEE MEMBERS:
Presidente - 2087054 - GLICIA MARILI AZEVEDO DE MEDEIROS
Externa ao Programa - 1011609 - ALANA DRIZIÊ GONZATTI DOS SANTOS - UFRNExterno ao Programa - 2459504 - AQUILES MEDEIROS FILGUEIRA BURLAMAQUI - UFRNExterno ao Programa - 4973084 - FRANCISCO GEOCI DA SILVA - UFRN