Banca de DEFESA: CHRISTIELEN DIAS DA SILVA TIBURCIO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : CHRISTIELEN DIAS DA SILVA TIBURCIO
DATE: 10/12/2021
TIME: 14:00
LOCAL: meet.google.com/hwg-vrfu-jbo
TITLE:

Narrative for Digital Games: A characterization from the perspective Pedagogy of the Sydney School based on  Genres

KEY WORDS:

narrative for digital games; Sydney School genre-based pedagogy; teaching English as an additional language; integrated technical course in digital games programming. 

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PAGES: 196
BIG AREA: Linguística, Letras e Artes
AREA: Linguística
SUBÁREA: Linguística Aplicada
SUMMARY:

This research aims to characterize the Narrative for Digital Games (NDG) as a genre, establishing a relationship between the concepts of Systemic-Functional Linguistics (HALLIDAY; MATTHIESSEN, 2014; EGGINS, 2004; GOUVEIA, 2009; FUZER; CABRAL, 2014), Sydney School Genre-based Pedagogy (MARTIN, ROSE, 2008; ROSE; MARTIN, 2012), and Ludology (FRASCA, 1999; FIELD, 2001; JENKINS, 2003; JUUL, 2003; BRAND; KNIGHT, 2005; VOGLER, 2015; BRANCO; PINHEIRO, 2006; AASERTH, 2012; among others), from texts instantiated in the videogames Life is Strange (Square Enix, 2015) and The Witcher 3: The Wild Hunt (CD Projekt RED, 2015), so to adapt the Reading to Learn program (ROSE; MARTIN, 2012) to the context of teaching and learning English as an additional language in an Integrated Technical High School course in Digital Games Programming. This thesis is a qualitative and quantitative research with participant observation by the researcher. Despite its qualitative and inductive character, a quantitative instrument was used to analyze the occurrence of processes in the narratives of the games. The following procedures for data generation, discussion and analysis were established: bibliographical research on concepts related to genres and Narrative, from the perspective of Sydney School’s Genre-based Pedagogy, developed from the SFL, as well as on the concepts about NDG from Ludology; ludological analysis of the narratives of LIS and TW3; mapping the schematic structure of the genre NDG, from LIS and TW3; analysis of texts instantiated in those videogames, from lexicogrammatical system of Transitivity; proposal of applicability of the Teaching and Learning Cycle (ROSE; MARTIN, 2012) for the context of that course. The results show that the NDG, instantiated in the videogames LIS and TW3, has the obligatory and optional stages of the Narrative mapped by Martin and Rose (2008), including the optional stage proposed by Eggins (2004). Additional phases that have specific functions, related to ludic elements of games were identified in addition to phases common to traditional narratives. There was also a greater occurrence of material processes in both narratives of the games, and some clauses in these texts were analyzed using the Transitivity System (HALLIDAY, MATTHIESSEN, 2014; FUZER, CABRAL, 2014). After characterizing the NDG genre, this study presents a proposal to apply the Teaching and Learning Cycle of the Reading to Learn program for the context of teaching and learning English in an Integrated Technical course in Digital Games Programming.

BANKING MEMBERS:
Presidente - 3654056 - JENNIFER SARAH COOPER
Interna - 1666189 - JANAINA WEISSHEIMER
Interna - 1168633 - MARILIA VARELLA BEZERRA DE FARIA
Externa à Instituição - BEATRIZ ALVES PAULO CAVALCANTI - IFRN
Externa à Instituição - KAREN ANDRESA TEIXEIRA SANTORUM - UFSM