Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-12-01T23:23:49Z No. of bitstreams: 1 TaniaMariaAiresDaCosta_TESE.pdf: 1857788 bytes, checksum: 51169e2b6f662fedddfb57d505ddaec5 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2015-12-08T23:16:40Z (GMT) No. of bitstreams: 1 TaniaMariaAiresDaCosta_TESE.pdf: 1857788 bytes, checksum: 51169e2b6f662fedddfb57d505ddaec5 (MD5) / Made available in DSpace on 2015-12-08T23:16:40Z (GMT). No. of bitstreams: 1 TaniaMariaAiresDaCosta_TESE.pdf: 1857788 bytes, checksum: 51169e2b6f662fedddfb57d505ddaec5 (MD5) Previous issue date: 2014-08-12 / Esta pesquisa documental, de natureza qualitativa e interpretativista, se insere no campo da Lingu?stica Aplicada e tem por objeto de estudo a escrita de professores em um evento de letramento (concurso p?blico) realizado para professores de Portugu?s pela Prefeitura Municipal de Natal - RN, em 2008. De modo geral, objetivamos, nesta pesquisa, investigar a produ??o textual desses professores, considerando seus saberes sobre a escrita, seus dizeres em rela??o a si mesmos e suas vis?es sobre as novas tecnologias e o trabalho docente. De maneira espec?fica, elegemos como objetivos: a) identificar que saberes sobre a escrita emergem do texto escrito dos professores; b) analisar a produ??o textual escrita dos professores, considerando os saberes que eles revelam sobre si mesmos; c) mapear os dizeres dos professores sobre o trabalho docente e as novas tecnologias. A nossa discuss?o est? ancorada, teoricamente, nos estudos bakhtinianos da linguagem (BAKHTIN [1934], 1990; [1952-1953], 2000; BAKHTIN; VOLOSHINOV [1929], 1999); nos estudos de letramento cr?tico, tal como formulados por STREET (1984; 1995; 2006; 2010; 2014); KLEIMAN (1995; 2005; 2006; 2008); (BARTON; HAMILTON, 1998; BARTON; IVANIC, 1991); nos estudos sobre forma??o de professores na perspectiva educacional cr?tica (GIROUX, 1986; 1987; 1997; 1999) FREIRE, 1999; 2001). O corpus desta pesquisa constitui-se de textos escritos por participantes do referido concurso na Prova de Reda??o, situa??o em que lhes foi solicitada a produ??o de um artigo de opini?o. A pesquisa nos permitiu depreender que, em rela??o ? escrita, a despeito do recorrente discurso negativo sobre o letramento dos professores, especialmente os de L?ngua Portuguesa, estes, na tessitura de seus textos, revelaram ter dom?nio tanto sobre a estrutura formal, particularmente, no que diz respeito ao esquema protot?pico da sequ?ncia argumentativa, conforme prop?e Adam (1992; 2008) e aos mecanismos de textualiza??o postulados por Bronckart (2007), quanto sobre as estrat?gias enunciativo-discursivas atinentes ao g?nero artigo de opini?o. A relev?ncia desta pesquisa justifica-se por buscar compreender a escrita do professor para al?m do sistema da l?ngua, isto ?, a escrita como discurso, assumindo-o como uma contrapalavra (BAKHTIN, [1934], 1990) ?quelas vozes que insistem em subestimar o letramento dos professores e que fazem tanto mal ? sociedade, na medida em que fomentam um sentimento de descren?a na qualifica??o do trabalho do professor e de desconfian?a em rela??o ao papel social desse profissional na prepara??o das futuras gera??es. / This documental research in a qualitative and interpretative nature is inserted in the field of Applied Linguistics and its object of study is teachers? writing in a literacy event (public exam) held for teachers of Portuguese Language by municipality in Natal city - RN in 2008. Overall, we have aimed to investigate the textual production of these teachers, considering their knowledge about writing, their sayings in relation to themselves and their views on new technologies and teaching. Specifically, we have chosen the following objectives: a) identifying what knowledge about writing have emerged from teachers' written text; b) analyzing the written text production of teachers, considering the knowledge they have revealed about themselves; c) mapping the sayings of the teachers about the teaching profession and new technologies. Our discussion is grounded theoretically by Bakhtin studies of language (BAKHTIN [1934], 1990; [1952-1953], 2000; BAKHTIN; VOLOSHINOV [1929], 1999); in studies of critical literacy as formulated by STREET (1984, 1995, 2006, 2010, 2014); KLEIMAN (1995, 2005, 2006, 2008); (BARTON, HAMILTON, 1998; BARTON; Ivanic, 1991); studies on teacher training in critical educational perspective (GIROUX, 1986; 1987; 1997; 1999) FREIRE, 1999; 2001). The corpus of this study is consisted of written texts by participants of this examination about the Writing Test, in which they were asked to produce an opinion paper. The research has allowed us to realize that, in relation to the writing, despite the recurring negative discourse on literacy teachers, especially the Portuguese ones, these, in the fabric of their texts, both have revealed to have dominion over the formal structure, particularly in respect to prototypical schema of argumentative sequence, as proposed by Adam (1992, 2008) and the mechanisms of textualization postulated by Bronckart (2007), and on those enunciation-discursive strategies relating to opinion genre. The relevance of this research is justified by seeking to understand the teacher?s writing beyond the language system, i.e, writing as speech, assuming it as a contrapalavra (BAKHTIN, [1934], 1990) to those voices that insist on underestimating literacy teachers and they do so much harm to society, to the extent that foster a sense of disbelief in the qualification of teachers' work and distrust of the social role of these professionals in the preparation of future generations

Made available in DSpace on 2014-12-17T15:07:02Z (GMT). No. of bitstreams: 1 LouizeLLMC_DISSERT.pdf: 3080830 bytes, checksum: eb01a6463989fb3af5de7c0029771b42 (MD5) Previous issue date: 2013-01-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; D?RNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001) / Nas ?ltimas d?cadas, as pol?ticas p?blicas de inclus?o digital t?m investido significativamente na aquisi??o de hardwares e softwares com o intuito de oferecer tecnologia ?s institui??es p?blicas de ensino brasileiras, especificamente, computadores e internet banda larga. A forma??o dos professores para lidar com esses artefatos, todavia, ? posta em segundo plano, apesar de se mostrar uma exig?ncia da sociedade da informa??o. Tendo isso em vista, esta disserta??o elege como objeto de estudo as pr?ticas de letramento digital efetivadas por 38 (trinta e oito) professores em forma??o inicial e continuada, por meio do curso de extens?o Letramentos e tecnologias: ensino de l?ngua portuguesa e demandas da cibercultura. Nessa dire??o, objetivamos investigar as pr?ticas de letramento digital dos professores em forma??o, em tr?s momentos espec?ficos: antes, durante a ap?s a realiza??o desta a??o de extens?o, com o prop?sito de (i) delinear as pr?ticas de letramento digital efetivadas pelos colaboradores antes da a??o formativa; (ii) narrar os eventos de letramento viabilizados pelo curso de extens?o; e (iii) investigar as contribui??es do curso de forma??o para a pr?tica docente dos colaboradores. Teoricamente, buscamos contribui??es nos estudos do letramento (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), especificamente, no que diz respeito ao conceito de letramento digital (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR E KNOBEL, 2002, 2008) e ? forma??o de professores (PERRENOUD, 2000; SILVA, 2001). Metodologicamente, este estudo etnogr?fico-virtual (KOZINETS, 1997; HINE, 2000), se insere no campo da Lingu?stica Aplicada e adota a abordagem quali-quantitativa da pesquisa (NUNAN, 1992; D?RNYEI, 2006). A an?lise dos dados permitiu evidenciar que (i) antes do curso, as pr?ticas de letramento digital dos professores concentravam-se nas dimens?es pessoal e acad?mica de suas realidades, em detrimento da dimens?o profissional; (ii) durante a a??o de extens?o, os professores participaram, de modo colaborativo, das sess?es de estudo semipresenciais com foco no uso pedag?gico das TIC, efetivando pr?ticas de letramento digital at? ent?o desconhecidas; (iii) ap?s o curso, a postura dos professores colaboradores diante da utiliza??o das TIC no seu cotidiano profissional sofreu modifica??es, uma vez que esses docentes passaram a utiliz?-las efetivamente, dando visibilidade social ao que ? produzido na escola. Observamos, ainda, que os professores em forma??o inicial atuaram como pares mais experientes no processo de aprendizagem colaborativa, oferecendo apoio scaffolding (VYGOTSKY, 1978; BRUNER, 1985) aos professores em forma??o continuada. Isso ocorreu em raz?o de os graduandos efetivarem pr?ticas de letramento digital mais sofisticadas, por integrarem a chamada gera??o Y (PRENSKY, 2001)