Banca de DEFESA: MARCILENE PAULINO DA SILVA MANSO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MARCILENE PAULINO DA SILVA MANSO
DATE: 23/08/2023
TIME: 14:00
LOCAL: Via Google Meet
TITLE:

THE USE OF THE COLLABORATIVE TOOL CANVA IN THE WRITTEN PRODUCTION OF TEXTUAL GENRES: A LOOK AT TEACHING PRACTICE

KEY WORDS:

Teacher education. Written production. Textual genres. Digital technologies. Canva.

PAGES: 189
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

Schools are considered social institutions that provide excellent opportunities for teaching and learning writing. In order to create a conducive environment for meaningful and engaging learning, educators need to be equipped with the necessary knowledge to adapt to changes in society and foster innovation. With this in mind, the research question arises: how can teacher training be promoted for the use of the collaborative tool Canva in the written production of textual genres in the fifth year of Elementary School? The object of this research is to evaluate a training proposal for the use of the collaborative tool Canva to enhance the teaching practice of written production of textual genres for the fifth year of Elementary School. The research was conducted in a private school located in Natal/RN, with eleven pedagogues participating, who work with students in the 5th year of the initial years of elementary school. The theoretical framework draws upon the studies of Geraldi (1999), Marcuschi (2002; 2008), Koch and Elias (2009) in relation to textual genres, and Almeida (1997), Almeida and Valente (2011), Valente (1999), Moran et al. (2003), and Moran (2012) in relation to the integration of technology in education. In terms of teacher training, discussions by Alarcão (2001; 2011), Freire (2001; 2005), Nóvoa (1995; 1997; 2022), and Schön (1995; 2000) were considered. The research adopted a qualitative research approach, utilizing the methodological assumptions of scholars such as Gil (2008; 2010), Minayo (2012), and Tripp (2005), and employed action research. Data analysis was conducted based on records from two questionnaires, the didactic sequence developed by the teachers, and the researcher's field diary. The findings indicate that the use of the Canva tool in the teaching practice of producing textual genres can significantly contribute to student empowerment, collaborative work, and the production of various textual genres relevant to students' daily lives. Canva is a versatile, free, interactive pedagogical resource that enhances educational practice by providing a diverse collection of textual genres that students can engage with, along with other available teaching resources. As a result of this research, in addition to the dissertation, a face-to-face training course was developed and registered as an Extension Project, along with an e-book titled "Didactic Guidelines for the Practice of Written Production of Textual Genres through the Canva Collaborative Tool," leaving a lasting impact on Brazilian education within professional, academic, and social spheres.

COMMITTEE MEMBERS:
Presidente - 2916579 - LUCELIO DANTAS DE AQUINO
Interna - 2453560 - MARIA CRISTINA LEANDRO DE PAIVA
Externa à Instituição - JACIARA LIMEIRA DE AQUINO - UERN