Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-07-12T17:02:57Z No. of bitstreams: 1 AdrianaRosaDaSilvaCabral_DISSERT.pdf: 35694772 bytes, checksum: 445d4bd11dbcf9ed9a2dbd42bdb732d9 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-07-19T21:31:17Z (GMT) No. of bitstreams: 1 AdrianaRosaDaSilvaCabral_DISSERT.pdf: 35694772 bytes, checksum: 445d4bd11dbcf9ed9a2dbd42bdb732d9 (MD5) / Made available in DSpace on 2016-07-19T21:31:17Z (GMT). No. of bitstreams: 1 AdrianaRosaDaSilvaCabral_DISSERT.pdf: 35694772 bytes, checksum: 445d4bd11dbcf9ed9a2dbd42bdb732d9 (MD5) Previous issue date: 2015-08-12 / Tendo em vista a multiplicidade de linguagens e m?dias presentes nos textos contempor?neos, o trabalho com os g?neros digitais caracteriza-se essencial para o ensino de leitura e escrita. Os meios virtuais j? est?o presentes em v?rias atividades cotidianas que requerem o uso da l?ngua. Isso mostra que o mundo globalizado traz novas exig?ncias de letramento e diversas pr?ticas de leitura. Considerando essa perspectiva, propomos trabalhar os multiletramentos presentes nos novos textos a partir dos pressupostos enunciativos discursivos bakhtinianos. Para isso, optamos por constituir como objeto de investiga??o/interven??o o miniconto de terror, g?nero discursivo multimodal, por se tratar de um enunciado multissemi?tico de circula??o digital/virtual. Nesse contexto, o presente trabalho teve o objetivo de compreender como o ensino desse g?nero pode contribuir para o desenvolvimento dos saberes relacionados ? leitura e ? produ??o textual exigidas pelos multiletramentos, atrav?s da execu??o de uma Sequ?ncia Did?tica, em sala de aula, especificamente para duas turmas do Ensino Fundamental, 7? e 8? anos, de escola p?blica. A pesquisa se fundamentou na teoria de Bakhtin e o C?rculo (2009, 2011) sobre g?neros numa perspectiva dial?gica e na proposta de Dolz e Schneuwly (2004) para o ensino de texto por meio de Sequ?ncias Did?ticas. Recorremos, ainda, aos preceitos dos multiletramentos enfocados em ROJO (2012, 2013). A metodologia utilizada assentou-se numa abordagem qualitativa dos dados. Consideramos na an?lise dos minicontos produzidos pelos alunos o hibridismo pr?prio dos multiletramentos, as caracter?sticas discursivas tais como composi??o, estilo e conte?do tem?tico, bem como as rela??es de dialogicidade presentes nesses enunciados. Ao final da pesquisa, percebemos que a nossa interven??o contribuiu para a amplia??o dos saberes dos sujeitos envolvidos relacionados ? leitura e produ??o de g?nero multimodal. / Given the multiplicity of languages and media present in contemporary texts, the work with digital genres characterizes itself as essential for teaching, reading and writing. Virtual media is already present in many dayly activities that require the use of language. This shows that the globalized world brings new demands of literacy and various reading practices. Given this perspective, we propose to work the multiliteracies present in the new texts from the enunciative discourse Bakhtinian assumptions. For this, we chose to be as the object of research / intervention, the horror flash fiction multimodal discursive genre, because it is a multissemi?tico digital statement of virtual circulation. In this context, this study aimed to understand how the teaching of this kind can contribute to the development of knowledge related to reading and text production, required by multiliteracies, by performing a Didactic Sequence in the classroom, specifically for two classes of elementary school, 7th and 8th grades of public school. The research was based on Bakhtin's theory and the Circle (2009, 2011) on gender perspective in a dialogic and the proposed Dolz and Schneuwly (2004) for the text of teaching through sequences Teaching. We also use the precepts of multiliteracies focused on Rojo (2012, 2013). The methodology used was based on a qualitative approach. We consider the analysis of minicontos produced by students, it's own hibridism of multiliteracies, the discursive characteristics such as composition, style and subject content, in addition to relations dialogicity present in these statements. At the end of the study, we realized that our intervention contributed to the expansion of knowledge of the subjects involved related to reading and multimodal genre production.