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Submitted by Maicon Juliano Schmidt (maicons) on 2015-06-05T18:09:54Z No. of bitstreams: 1 Ilza Léia Ramos Arouche.pdf: 3552205 bytes, checksum: bc75b5d50a9634fdc43ed9216b0f5b93 (MD5) / Made available in DSpace on 2015-06-05T18:09:54Z (GMT). No. of bitstreams: 1 Ilza Léia Ramos Arouche.pdf: 3552205 bytes, checksum: bc75b5d50a9634fdc43ed9216b0f5b93 (MD5) Previous issue date: 2015-04-27 / UEMA - Universidade Estadual do Maranhão / As práticas de letramento em Língua Estrangeira (LE) no ensino superior em uma turma de graduandos do curso de Letras em uma universidade pública no Maranhão constituem o foco central deste estudo. Nosso objetivo é ressignificar a prática de leitura nesse contexto, de forma a possibilitar letramentos em língua inglesa e a favorecer o fomento do exercício da cidadania, por meio das interações discursivas de narrativas. A base epistemológica que ancora este estudo é a concepção de linguagem – o dialogismo – (BAKHTIN/ VOLOSHINOV, 1981), os gêneros do discurso numa perspectiva histórica e situada (BAKHTIN, 2011, BAZERMAN, 2007) e os estudos de letramento segundo a abordagem ideológica, que enfatiza o aspecto sociocultural das práticas de letramento e a pluralização do letramento. (STREET, 1984, 2012, 2014; BARTON; HAMILTON, 2000; KLEIMAN, 2000, 2007, 2008, 2010). A pesquisa se configura como colaborativa e interpretativista de cunho etnográfico, contemplando aspectos da pesquisa ação. Para tanto, usaram-se os seguintes instrumentos: entrevista semiestruturada e de tipo focal, anotações em diário, memorial descritivo e gravação em áudio e vídeo. Os dados gerados revelaram que os eventos de letramento situado proporcionaram aos alunos experiências em situações discursivas orais e escritas que foram além do ato de ensinar e aprender o idioma alvo. Elas fomentaram o exercício da cidadania, possibilitaram a prática da leitura crítica, provocaram reflexões acadêmicas e os deixaram familiarizados com diferentes gêneros e abordagens de ensino. A análise dos dados possibilitou ainda a percepção de que o trabalho com as narrativas, além de contribuir para o desenvolvimento de habilidades linguísticas e comunicativas na língua materna e na língua inglesa, proporcionou aos alunos o conhecimento e a valorização da cultura local. Desse modo, pode-se dizer que as práticas letradas em uma abordagem ideológica, a partir de projetos pedagógicos de letramento, revelaram ser uma boa estratégia para a ressignificação da prática de leitura no ensino superior e devem fazer parte da práxis de docentes de língua estrangeira. / The literacy practices in a Foreign Language (FL) in higher education in a graduating class of Arts course in a public university in Maranhão are the central focus of this study. Our goal is to reframe the reading practice in this context, in order to enable literacies in English and to favor the promotion of citizenship, through the discursive interactions narratives. The epistemological base that anchors this study is the language conception - dialogism - (BAKHTIN / VOLOSHINOV, 1981), the speech genres in a historical and situated perspective (BAKHTIN, 2011 BAZERMAN, 2007) and literacy studies according to the approach ideological approach, which emphasizes the socio-cultural aspect of literacy practices and the pluralization of literacy. (STREET, 1984, 2012, 2014; BARTON, HAMILTON, 2000; KLEIMAN, 2000, 2007, 2008, 2010).The research is configured as collaborative and ethnographic interpretative, contemplating aspects of action research. For this, it was used the following instruments: semi-structured interview and the focal type, journal notes, descriptive memorial and recording audio and video. The data generated revealed that situated literacy events provided the students with experiences in oral and written discourse situations that were beyond the act of teaching and learning the target language. They encouraged the exercise of citizenship, allowed the practice of critical reading, caused academic reflections and left them familiar with different genres and teaching approaches. Data analysis also enabled the realization that working with narratives has contribute to the development of language and communication skills in the mother tongue and in English, It has provided students with the knowledge and appreciation of local culture. Thus, it can be said that the practices literate in an ideological approach, from literacy projects proved to be a good strategy for the redefinition of reading practice in higher education and should be part of the practice of foreign language teachers.

Made available in DSpace on 2016-04-27T14:48:47Z (GMT). No. of bitstreams: 1 Nadja Rodrigues da Silva.pdf: 2091688 bytes, checksum: 3f8fc51b9ee6e8e4743f9b9b6f8fc472 (MD5) Previous issue date: 2015-10-01 / This study investigated the practices of literary and evaluation from the first two years of the elementary school level I teachers. The intent is to reveal how these practices are established in the classroom context, in order to evaluate the children passing through the literacy process. The research is developed in a qualitative perspective using as methodological procedures a semi-structured interview, a questionnaire, and observations in the classroom. The subjects of the research consisted of three female teachers that act in the early years of the elementary school level I in a private school of the São Paulo city. From the qualitative approach, the participant observation was the main strategy used in order to collect the data, which included recordings of situations experienced by the teachers and the schoolchildren. The descriptions arise from the literacy and evaluation events observed and from the interviews with the teachers, which consisted of speaking, reading, and writing skills. To discuss the literacy theme, we used the psychogenesis studies of Ferreiro and Telberosky (1999), and Soares (2003) as references. The theme evaluation was discussed using the works of Hoffmann (2009) and Luckesi (2011). Based on data analysis, the study evinced that the literacy and evaluations conceptions existent in the teachers practices resulted from different didactics pedagogical approaches / O presente estudo investigou as práticas de alfabetização e avaliação de professoras dos dois primeiros anos do ensino fundamental I. A pesquisa se desenvolveu numa perspectiva qualitativa e os procedimentos metodológicos foram entrevista semiestruturada, questionário e observação de aula, com registros de situações vivenciadas entre professoras e alunos. Os sujeitos da pesquisa são três professoras que atuavam nos primeiros anos do ensino fundamental I, em escola privada do município de São Paulo. No que se refere à alfabetização, tomamos como referência os estudos da psicogênese de Ferreiro e Teberosky (1999) e Soares (2013) e, para a avaliação as discussões apontadas por Hoffmann (2009) e Luckesi (2011). A partir das análises dos dados, o estudo evidenciou que as práticas de alfabetização e avaliação analisadas são decorrentes da apropriação e articulação de diferentes abordagens didático-pedagógicas

Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-02-27T20:42:07Z No. of bitstreams: 2 Dissertação - Mery Helen Rosa - 2014.pdf: 1663019 bytes, checksum: 7dcd4e493baecec1a906e347405c5d2c (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-02-27T20:44:35Z (GMT) No. of bitstreams: 2 Dissertação - Mery Helen Rosa - 2014.pdf: 1663019 bytes, checksum: 7dcd4e493baecec1a906e347405c5d2c (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-02-27T20:44:35Z (GMT). No. of bitstreams: 2 Dissertação - Mery Helen Rosa - 2014.pdf: 1663019 bytes, checksum: 7dcd4e493baecec1a906e347405c5d2c (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-12-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The current social context, surrounded by the plurality of literacies that crosses graphocentric society, makes them to be need different domains of writing by people in multiple instances of social Thus, language skills, understandings, interpretations, dialogicities, interactions in communicative events and discursive practices make up the daily life of specific social spaces and private in the light of events and literacy practices that differ from place to place, from situation to situation. Of this reality comes the tuning of the literacy process with the search of meaning, considering that in Brazilian society is still present very schooled school practices, resulting in difficulties in the development of literacy practices that cover the construction of meaning by students . Thus, this study has sought to understand how students in the fourth grade of elementary school of a public school, located on the outskirts of Ipameri, state of Goiás, construct meaning to events and literacy practices of which participate in the universe of school. The research backed up on a qualitative approach, of ethnographic tipe, as there was an insert in the real conditions experienced by the students. The techniques of collection of information raised by research consisted of systematic observation of a series of literacy events in the classroom and in the colorful room, which were registered in a field diary, and also through semi-structured interviews with students. Using these procedures, it was discussed the meanings of literacy process in communicative, interactive and dialogical contexts expressed by classes, storytelling and lectures. Therefore, the research was theoretical supported especially in studies of literacy, senses, meanings, Bakhtin's dialogism, enunciations, events and literacy practices, basing on authors such as: Mari (2008); Bakhtin (1995, 2011); Marcuschi (2007); Sobral (2009); Hilgert (2012), Soares (2012), Kleiman (2005), Hamilton (2000a, b), Street (2010, 2012, 2013, 2014); Barton and Hamilton (2000), Heath (1982) and others. The analysis of these literacy events allowed us to affirm that the senses of the literacy process are perceived when there is interaction, dialogue expressed in the enunciations of the students in the group view, of collectivity. In classes where there was no interaction between student-text or between student-teacher-text, as in the activities based on questions and answers decontextualized, usually present in the textbooks worked, was unviable the perception and the understanding of the senses of the literacy process. The construction of the senses, despite having arisen of students in any occasions, also needed the linguistic system to be in the field of meanings and / or history, to say about the social, so that one can say that subject-system- history cooperate in this construction. The content of the interviews with two students and two students researched revealed buildings of sedimented senses experienced in more individual perspective, in which on one side, were present interests, desires, favorite activities by students as they were moved, touched and stimulated to comment about certain reality. On the other hand, were present the not liking, reject, ignore, elucidated in situations which referred to the silence, expressing resistance, demotivation, among other aspects. In the reports, it was observed that certain school activities were not well conceived by the students because of the impossibility of reaching out for their understanding, to be authors of their products, their speeches. Thus, there is the indication that most schools still have a challenge to confront: the promotion of literacy practices supported in the dimension of the senses. / O contexto social atual, envolto pela pluralidade de letramentos que atravessa sociedade grafocêntrica, faz com que sejam necessários diferentes domínios da escrita por parte das pessoas, em múltiplas instâncias do fazer social. Assim, competência linguística, compreensões, interpretações, dialogicidades, interações em eventos comunicativos e práticas discursivas compõem o cotidiano de espaços sociais específicos e particulares à luz de eventos e práticas de letramento que diferem de lugar para lugar, de situação para situação. Dessa realidade advém a sintonia do processo de letramento com a busca de sentidos, considerando que na sociedade brasileira ainda se presencia práticas escolares muito escolarizadas, o que acarreta em dificuldades quanto ao desenvolvimento de práticas de letramento que abarquem a construção de sentidos por parte dos alunos. Dessa forma, este estudo teve como propósito compreender como os alunos do quarto ano do ensino fundamental de uma escola pública municipal, situada na periferia da cidade de Ipameri, estado de Goiás, constroem sentido aos eventos e às práticas de letramento dos quais participam no universo escolar. A pesquisa respaldou-se em abordagem qualitativa, do tipo etnográfico, já que houve uma inserção nas condições reais vivenciadas pelos alunos. As técnicas de coleta das informações suscitadas pela pesquisa consistiram em observação sistemática de uma série de eventos de letramento ocorridos na sala de aula e na sala colorida, os quais foram registrados em diário de campo, e também por meio de entrevistas semiestruturadas com alunos. Utilizando-se desses procedimentos, discutiu-se sobre os sentidos do processo de letramento em contextos comunicativos, interativos e dialógicos expressos por aulas, contação de história e palestras. Para tanto, a pesquisa teve respaldo teórico especialmente nos estudos sobre letramento, sentidos, significações, dialogismo bakhtiniano, enunciações, eventos e práticas de letramento, fundamentando-se em autores como: Mari (2008); Bakhtin (1995, 2011); Marcuschi (2007); Sobral (2009); Hilgert (2012), Soares (2012), Kleiman (2005), Hamilton (2000a, b), Street (2010, 2012, 2013, 2014); Barton e Hamilton (2000), Heath (1982) e outros. A análise desses eventos de letramento permitiu afirmar que os sentidos do processo de letramento são percebidos quando há interação, diálogo expresso nas enunciações dos alunos sob a ótica de grupo, de coletividade. Nas aulas em que não se observou interação entre aluno-texto ou entre aluno-professor-texto, como nas atividades fundadas em perguntas e respostas descontextualizadas, geralmente presentes nos livros didáticos trabalhados, foi inviabilizada a percepção e compreensão dos sentidos do processo de letramento. A construção dos sentidos, apesar de ter partido dos alunos em todas as ocasiões, precisou também do sistema linguístico para se constituir no campo das significações e/ou da história, por abordar o social, de modo que é possível afirmar que sujeito-sistema-história cooperam nesta construção. O conteúdo das entrevistas, realizadas com dois alunos e duas alunas pesquisados, revelou construções de sentidos sedimentadas em perspectivas mais individuais, em que, de um lado, estavam presentes interesses, desejos, atividades preferidas pelos alunos ao serem movidos, tocados e impulsionados a comentar sobre determinada realidade. De outro lado, faziam-se presente o não gostar, rejeitar, desconsiderar, elucidados em situações que remetiam ao silêncio, resistência em expressar, desmotivação, dentre outros aspectos. Nos relatos, observou-se que determinadas atividades escolares não foram bem concebidas pelos alunos em razão da impossibilidade de lançarem mão de suas compreensões, de serem autores das suas produções, dos seus discursos. Sendo assim, há o indicativo de que a maioria das escolas ainda têm um desafio a enfrentar: a promoção de práticas de letramento apoiadas na dimensão dos sentidos.

Diese explorative, ethnographische Arbeit squizziert die historische Entwicklung der Senga-Rolle und -kommunikation bei den Baganda im 20. Jahrhundert. Die Senga ist bei den Baganda die Tante väterlicherseits, Bezugsperson und Beraterin in allen Lebensphasen ihrer Nichte in Bezug auf Sexualität, Weiblichkeit und heterosexuelle Beziehungen. Die soziale Rolle der Senga ist in diesem Sinne eine Strategie des lebenslangen Lernens. Die Senga-Rolle ist auch in anderen bantusprachigen Gesellschaften Ostafrikas bekannt. Das 20. Jahrhundert stand in Uganda unter dem starken Einfluss der Missionierung und Kolonisierung, für die Schriftsprache ein zentrales Element der Kommunikation war. Die Senga-Rolle hat sich im Zuge dessen stark ausdifferenziert: von einer rein familiären sozialen Rolle zu einem sektorübergreifenden sozialen Feld, insbesondere für Frauen, wobei Schriftsprache eine wichtige Rolle spielt.

abstract: This dissertation explored the literacy practices that developed around comics when two secondary teachers (one AP Science and one AP English) used comics in their classroom instruction for the first time. It also explored the ways the teachers and their students positioned comics within their specific classroom contexts. Historically, comics are a marginalized medium in educational circles—widely considered non-academic despite the recognition by scholars for their sophistication as a multimodal medium. Scholars, librarians, teachers, and comics authors have made the case for the inclusion of comics in educational contexts citing their ability to support the literacy development of struggling readers, engage reluctant readers, promote lifelong reading, and convey information visually. However, the roles comics can play in educational contexts are still under researched, and many gaps exist in the literature including a lack of real world contexts and clearly reported instructional strategies. This study aimed to fill these gaps by reporting the literacy practices that students and teachers develop around comics, as well as contextualizing these practices in the classroom contexts and students’ and teachers’ experiences. Drawing from a social semiotic view of multimodality and the view of literacy as a social practice, I conducted a qualitative case study using ethnographic methods for data collection which I analyzed using an interpretive framework for qualitative data analysis and constant comparative analysis. I found three literacy practices developed around comics in these contexts—Q&A, writing about comics, and drawing comics. I also found that teachers and students positioned comics in four primary ways within these contexts—as a tool, as entertainment, as a medium, and as a traditional form of literature. Based on my findings, I developed three assertions: 1) there is a disconnect between teachers’ goals for using comics in their instruction and the literacy practice that developed around the comics they selected; 2) there is a disconnect between the ways in which teachers position comics and the ways in which students position comics; and 3) traditional views of literature and literacy continue to dominate classrooms when multimodal texts are selected and utilized during instruction. / Dissertation/Thesis / Doctoral Dissertation Learning, Literacies and Technologies 2018

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-03-17T13:16:14Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE DEFINITIVA JAILZE DE OLIVEIRA SANTOS VERSÃO IMPRESSA.pdf: 5505382 bytes, checksum: cda467aae93ea7544700e58afd6571f8 (MD5) / Made available in DSpace on 2016-03-17T13:16:14Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE DEFINITIVA JAILZE DE OLIVEIRA SANTOS VERSÃO IMPRESSA.pdf: 5505382 bytes, checksum: cda467aae93ea7544700e58afd6571f8 (MD5) Previous issue date: 2015-08-20 / O presente trabalho tem como linha temática os usos e os significados das práticas de leitura e escrita ocorridas em uma escola do campo, no município de Serra Talhada (PE), e se alinha à concepção de letramento sancionada por teóricos dos Novos Estudos do Letramento (NEL), os quais compreendem serem as práticas de letramento permeadas de crenças, valores, atitudes e ideologias individuais e sociais e que são marcadas por tempo e espaço específicos. Para desenvolver o presente trabalho, elegemos, como foco de atenção, uma escola situada no município de Serra Talhada (PE), Brasil, e como lócus de observação, os ambientes de sala de aula de uma turma de 5º ano, bem como os espaços externos a essa sala. Nosso arcabouço teórico fundamenta as discussões centrais de nossa tese, que giram em torno das práticas de leitura e escrita; da educação do campo; e do estudo do cotidiano. Por considerarmos que as práticas cotidianas são historicamente “construídas” a partir da união de muitos fatores e por entendermos que diferentes ambientes refletem diferentes realidades, estabelecemos como objetivo geral da pesquisa conhecer e analisar o cotidiano dessa escola no que diz respeito aos eventos e às práticas de letramento vivenciados pela comunidade escolar. Assim, pretendemos identificar e analisar as ações e os usos que giram em torno da escrita e da leitura, tendo como pressuposto o fato de que diferentes sujeitos desenvolvem diferentes práticas. Realizamos um estudo qualitativo, com princípios etnográficos, para podermos, de fato, analisar o processo de construção das práticas de leitura e escrita e suas invenções, de modo a evidenciar suas particularidades. Optamos por instrumentos de pesquisa que permitissem descrever e entender os microcontextos em que se desenvolveram as práticas de letramento focalizadas. Para gerar os dados indispensáveis ao prosseguimento da pesquisa, utilizamos como instrumentos: a observação - enquanto técnica principal de investigação; entrevistas semiestruturadas - com a equipe gestora da instituição, pais de alunos e uma professora da escola, e questionários - aplicados aos pais dos alunos e aos alunos da escola. Nossos resultados apontam que no cotidiano da escola pesquisada há vários momentos nos quais é possível perceber atitudes e discursos transformados, ou melhor, “construídos” de acordo com o contexto presente e com as necessidades da situação. Esse movimento nos permitiu olhar para as singularidades, já que práticas cotidianas revelam maneiras de fazer, construções e readaptações e nos dão indícios a respeito dos usos e significados da língua escrita naquele contexto. Concluímos que a escrita é (re) significada e (re)adaptada às diferentes conjunturas do cotidiano escolar, o qual apresenta, algumas vezes, práticas que se aproximam a aspectos do letramento ideológico e, outras vezes, a aspectos do modelo autônomo do letramento. Acreditamos que esta pesquisa possa contribuir para consolidar as metas propostas para a educação do campo, a fim de que este seja um espaço de produção de cultura e de conhecimento. Um lugar onde a heterogeneidade cultural promova a qualidade da educacional, participação efetiva da comunidade e ampliação das experiências de letramento na busca de um exercício efetivo da cidadania. / The present work has as the main theme the uses and meanings of the practices of reading and writing in a field school in the district of Serra Talhada (PE), and aligns with the literacy conception sanctioned for the New Literacy Studies theorists (NEL), that understand literacy practices are permeated of beliefs, values, attitudes and individual and social ideologies beyond being signed by time and space. To develop this work, we have chosen, as a focus of attention, a school in Serra Talhada district (PE), and as a locus of observation, classroom environments of a fifth-grade class, as well as the external spaces to this room. Our theoretical framework supports the central discussions of our thesis: reading and writing practices, the field education and the study of everyday life. For believing that the daily practices are "built" from the union of many factors and for understanding that different environments reflect different realities, we established as a general objective of the research to know and to analyze the everyday life of this school with regard to events and literacy practices experienced by the school community. So, we intend to identify and analyze the actions and uses that involve writing and reading, starting from the agreement that different individuals develop different practices. We conducted a qualitative study, with ethnographic principles, so that we can, in fact, analyze the process of construction of the reading and writing practices creations, in order to highlight their particularities. We chose research instruments to describe and understand the micro contexts where the focused literacy practices were developed. So, we intended to identify and analyze the actions and uses that involve writing and reading, starting from the agreement that different individuals develop different practices. We conducted a qualitative study, with ethnographic principles, so that we could, in fact, analyze the process of construction of the reading and writing practices creations, in order to highlight their particularities. We choose research instruments to describe and understand the micro contexts where the focused literacy practices were developed. To generate the data to the continuation of the research, we used as instruments: observation - while main research technique; semi-structured interviews with the team manager of the institution, students' parents and a school teacher, and a questionnaire applied to parents of pupils and students of the school. Our results point out that in the everyday life of the focused school there are several moments in which it is possible to understand transformed attitudes and discourses, or better, "built" according to the present context and with the demands of the situation. This movement allowed us to look at the singularities, since daily practices reveal ways to make constructions and usages and give us clues about the uses and meanings of the language written in that context. We concluded that the writing is (re) signified to and (re) adapted to the different situations of everyday life, which presents, sometimes approaches to the practical aspects of the ideological literacy and, sometimes, to the aspects of the autonomous model of literacy. We believe that this research will help to consolidate the goals proposed for the education, making the school a place where cultural diversity promotes educational quality, effective participation of the community and expansion of literacy experiences in the search for an effective exercise of citizenship.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-03-01T14:31:14Z No. of bitstreams: 2 Gerson_Maciel2016.pdf: 2673204 bytes, checksum: 074ed2f0de366a44d69663387b26e559 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-01T14:31:14Z (GMT). No. of bitstreams: 2 Gerson_Maciel2016.pdf: 2673204 bytes, checksum: 074ed2f0de366a44d69663387b26e559 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-11-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Traditional studies of Portuguese language are focused on grammar rules, also known as prescriptive. But there are some text studies and decades of discourse brought new way to treat the text, which has been occurring since the 1980s Moreover, with the advent of information and communication technologies, it is often the production and circulation of texts hybrids, or produced from many semiosis. In literacy events of this nature, the statements that are part of the lives of adolescents and young people are thus produced and circulate in technologies that combine sound, image, movement and words in a multi-way relationship. In this context, treating the text considering only the verbal aspect is to ignore the extent of any practical language usages in which adolescents and young people are included. Therefore, to meet a teaching project whose goal is to understand the writing production in more authentic situations, it is necessary to consider the relationship between teens, technology and virtual environment. The emergence and popularization of hybrid texts in multiple contexts, makes it even more complex craft teacher in work, school, text and context. And it is this complexity that motivated the objectives of this study and therefore the formulation of the question: - What brings gains for the production written at school, the exploitation of activities in digital collaborative environment? This work is a qualitative-interpretative and ethnographic research from documents located in the area of Applied Linguistics and comprises the production of gender "opinion piece" production that performed in five groups of students about in digital tool - Google Drive - connected to the internet. The records generated by this tool form the analysis of material from which the data in this study were generated. The overall objective was to conclude that earnings exploitation of literacy practices in collaborative virtual environment can be obtained for the production of writing in school. As for the specific objectives are to analyze how interactions (speeches and dialogues) between students build a knowledge related to the production of written texts and how the digital context affects the configuration of the proposed speech. The analysis found that the displacement of predominantly verbal text focus to set multisemiotic brought some gains for writing production, for example, exploring the relationship between verbal and image, using link and hyperlink to establish a relationship Intertextual and increase the informative and argumentative level of the text. The articulation of different semiosis, in a multiplicity of meanings, extends the ideas contained in the final text of groups produsuários students. It was also detected that the use, by itself, does not bring new technology guarantees that the operation of large amounts of light information to produce a better quality writing point of view of integration skills. / Os estudos tradicionais de Língua Portuguesa se focalizam na gramática normativa, também conhecida como prescritiva. Porém há algumas décadas estudos do texto e do discurso trouxera nova maneira de tratar o texto, o que vem ocorrendo desde os anos 1980. Além disso, com o advento das tecnologias da informação e de comunicação, é frequente a produção e a circulação de textos híbridos, ou seja, produzidos a partir de muitas semioses. Em eventos de letramento dessa natureza, os enunciados que fazem parte da vida dos adolescentes e dos jovens são, pois, produzidos e circulam em tecnologias que misturam som, imagem, movimentos e palavras em uma relação de múltiplos sentidos. Diante desse contexto, tratar o texto considerando somente o aspecto verbal é ignorar a dimensão das práticas significativas de usos de linguagens em que adolescentes e jovens estão inseridos. Assim sendo, para atender a uma proposta de ensino cujo objetivo seja compreender a produção de escrita em situações mais autênticas, é necessário considerar a relação entre adolescentes, tecnologia e ambiente virtual. O surgimento e a popularização de textos híbridos, em múltiplos contextos, torna ainda mais complexo o ofício do professor em trabalhar, na escola, o texto e o contexto. E é exatamente essa complexidade que motivou os objetivos deste trabalho e, por consequência, a formulação da seguinte pergunta: – Que ganhos traz, para a produção escrita na escola, a exploração das atividades em ambiente colaborativo digital no Ensino Fundamental? Este trabalho é uma pesquisa qualitativo-interpretativa e de cunho etnográfico, com análise documental situada na área da Linguística Aplicada e compreende a produção do gênero “artigo de opinião”, produção essa realizada em grupos de cinco alunos aproximadamente, em ferramenta digital – Google Drive – conectada à internet. Os registros gerados por essa ferramenta formam o material de análise a partir do qual os dados deste estudo foram gerados. A pesquisa foi realizada em uma escola pública no município de Foz do Iguaçu e foram envolvidas duas turmas do nono ano. O objetivo geral consistiu em depreender que ganhos a exploração de práticas letradas em ambiente virtual colaborativo podem ser obtidos para a produção de escrita na escola. Já quanto aos objetivos específicos, consistem em analisar como as interações (intervenções e diálogos) entre os alunos constroem um saber relacionado à produção de textos escritos e como o contexto digital afeta a configuração do discurso proposto. A análise detectou que o deslocamento do foco do texto predominantemente verbal para enunciados multissemióticos trouxe alguns ganhos para a produção da escrita, como, por exemplo, a exploração da relação entre linguagem verbal e imagem, o uso de link e de hiperlink para estabelecer relação intertextual e aumentar o grau informativo e argumentativo do texto. A articulação das diferentes semioses, em uma multiplicidade de sentidos, amplia as ideias contidas nos textos finais dos grupos de alunos produsuários. Detectou-se também que o emprego, por si só, de novas tecnologias não traz garantias de que a exploração de grandes quantidades de informações leve à produção de uma escrita de melhor qualidade do ponto de vista da integração de conhecimentos.

Magister Educationis - MEd / In this mini-thesis, I explored the factors that affect grade 8 learners’ performance in reading in English.The study focused on reading as it was revealed by National Education Department and Western Cape Education Department that literacy and numeracy levels in schools in the Western Cape were poor. In addition, in March 1997, OBE was initiated in South Africa to develop a better educational system for all learners in schools and was perceived as a major step from the previous system (Botha, 2002). The system of OBE introduced the continuous assessment policies, which was a challenge for teachers already in the educational system. The study highlighted the theories of reading with particular emphasis on the evaluation of teaching of reading and assessment in the English classroom, learners’ home reading background and the influence of social practices and multiliteracies on learners’ reading proficiency. According to Alderson (2000) reading is perceived as a process of meaning- making with identification of different levels of meaning and understanding in and from text including reading skills. To elicit the factors that affect reading four variables were focused on during the study. The variables included reader, task, text and Social Practices and Multiliteracies variables, which interplayed in reading during tasks.In order to gather data the following data capturing methods were employed, firstly I highlighted the classroom observations to unpack the realities in classrooms for both the teacher and the learners. Then secondly I focused on the learners’ questionnaire to determine what happened during reading lessons and learners’ home reading practices. And thirdly I presented the teacher’s interview to highlight the reading strategies that she employed in class. Lastly I discussed the document analysis of grade 8 examination papers and classroom activities with a checklist. I discovered that the system of OBE put demands on teachers that they are not properly trained to do.Despite the fact that training was provided, it was too short and not clearly focused on interactive reading skills. When we consider the importance of multiliteracies, the teacher clearly draws on the learner’s home background by doing activities that make them feel that they are important. This teacher has the ability to successfully incorporate multimodal teaching methods in her class. The teacher also set time aside everyday to assess and mark the learners books, she then clarified issues that learners’ might encounter in the course of the reading lesson.However, there are some factors that could be addressed to improve reading abilities. The overcrowding and ghettoized condition of the class, did not promote morale within this environment. With the inception of OBE in-service training was provided, it was too short and not clearly focused on interactive reading skills. A further factor is learners’ use of Afrikaans during interactions with the teacher and each other,except for one learner who spoke English during the lesson.In conclusion, the evidence showed that the factors hat affect reading and therefore outcomes in education.

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