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Previous issue date: 2016-05-30 / Nas ?ltimas d?cadas, as pesquisas que envolvem o ensino de leitura v?m apresentando resultados poucos satisfat?rios, haja vista que a escola vem falhando na sua fun??o de formar leitores. Tudo isso se deve ao fato de que os alunos t?m apresentado um alto grau de desmotiva??o ao se deparar com as atividades de leitura, al?m de estarem inseridos em uma sociedade na qual predomina a tecnologia que os envolve e os motiva. Dessa forma, os avan?os tecnol?gicos acabam gerando uma rela??o de depend?ncia e necessidade de uso, fazendo com que as pessoas busquem as tecnologias como uma esp?cie de sobreviv?ncia. Nessa perspectiva, realizamos uma interven??o pedag?gica sobre o ensino de leitura, tendo como ferramenta o ?Facebook?, tendo em vista que o uso desse aparato tecnol?gico j? faz parte do dia a dia dos alunos. Desse modo, acreditamos que esse recurso did?tico servir? para estimul?-los a ler, criando assim um h?bito constante em suas vidas. Para tanto, elegemos como objetivo propor situa??es concretas para o uso do ?Facebook?, apresentando os g?neros discursivos multimodais que circulam neste meio virtual, motivando os alunos a ler a partir de algo que seja do seu interesse. A pesquisa est? inserida no ?mbito da Lingu?stica Aplicada, centrando-se no ensino da leitura numa concep??o dial?gica e interativa da linguagem, nos g?neros discursivos multimodais, na multimodalidade, nos letramentos digital e visual, nos hipertextos e nas Tecnologias de Informa??o e Comunica??o, levando em considera??o a leitura como uma pr?tica social. Foram tomados como referenciais Cosson (2014), Sol? (1998), Koch e Elias (2013), Leffa (1996), Dion?sio (2005), Koch (2009), (2004), Garcez (2001), Silva (1992), Kleiman (2000, 2002), Marcuschi e Xavier (2004), Ribeiro (2013), Silva (2004), Bakhtin (1992, 2003 e 2011), Marcuschi (2001, 2008 e 2010) entre outros. Metodologicamente, encontramos respaldo em alguns princ?pios da pesquisa-a??o, tendo em vista que se ajusta ao prop?sito de realizar uma interven??o, cujo objetivo ? minimizar as dificuldades que interferem no desenvolvimento da capacidade leitora dos alunos. Nas an?lises, procuramos observar como se dava essa interven??o e como esse aparato virtual estava contribuindo para melhorar o h?bito de leitura dos nossos alunos. Dessa forma, podemos afirmar que os resultados alcan?ados foram positivos, pois ao longo da pesquisa identificamos que a partir do uso do ?Facebook? surge um novo perfil de leitor, ou seja, um leitor navegador que utiliza v?rias estrat?gias de leitura para ler e compreender os textos que s?o postados e comentados nesse meio virtual. Al?m disso, constatamos tamb?m que a maioria das leituras que os alunos realizam diariamente acontece mais no ?Facebook? do que na pr?pria sala de aula. Assim, mesmo enfrentando algumas dificuldades ao longo da interven??o, fomos capazes de criar situa??es concretas para o uso do ?Facebook?, estimulando os nossos alunos a ler a partir de algo que fosse de seu interesse e que fizesse parte do seu cotidiano, sendo significativo e eficaz para sua vida escolar e social. / In recent decades, research involving the teaching of reading is showing few satisfactory results, given that the school is failing in its task of educating readers. All this is because students have shown a high degree of motivation when faced with reading activities, besides inserted in a society in which dominates the technology that surrounds them and motivates them. Thus, technological advances end up generating a relationship of dependency and need to use, causing people to pursue technology as a kind of survival. From this perspective, we conducted an educational intervention on the teaching of reading, with the tool "Facebook?, considering that the use of this technological apparatus is already part of the daily life of students. Thus, we believe that this teaching tool will serve to encourage them to read, thus creating a constant habit in your lives. Therefore, we elected the objective of proposing concrete situations for the use of Facebook, with discursive multimodal genres that circulate in this virtual environment, motivating students to read from something that is of interest. The research is inserted in Applied Linguistic, focusing on teaching reading in a dialogic and interactive design language, in the discursive multimodal genres, in multimodality, in digital and visual literacies, in hypertext and in Information and Communication technologies, taking into account reading as a social practice. They were taken as reference Cosson (2014), Sol? (1998), Koch e Elias (2013), Leffa (1996), Dion?sio (2005), Koch (2009), (2004), Garcez (2001), Silva (1992), Kleiman (2000, 2002), Marcuschi e Xavier (2004), Ribeiro (2013), Silva (2004), Bakhtin (1992, 2003 e 2011), Marcuschi (2001, 2008 e 2010) and others. Methodologically, we find support in some principles of action research, with a view that fits the purpose of performing an intervention, whose goal is to minimize the difficulties that interfere with the development of reading ability of students. In the analyzes, we tried to observe how this intervention was given and how this virtual apparatus was contributing to improve the reading habit of our students. In this way, we can affirm that the results achieved were positive, since throughout the reach we identified that from the use of ?Facebook? a new reader profile arises, that is, a browser reader that uses several reading strategies to read and understand the texts that are posted and commented in this virtual environment. In addition, we also find that most of the readings that students take on a daily basis happen more on ?Facebook? than in the classroom itself. Thus, even though we faced some difficulties during the intervention, we were able to create concrete situations for the use of ?Facebook?, stimulating our students to read from something that was part of their interest and that was part of their daily life, being significant and affective for their school and social life.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24112 |
| Date | 30 May 2016 |
| Creators | Silva, Maria Marlene dos Santos Viana da |
| Contributors | 10647325420, Galv?o, Marise Adriana Mamede, 07443846487, Queiroz, Maria Eliete de, 70286612453, Azevedo, Josilete Alves Moreira de |
| Publisher | MESTRADO PROFISSIONAL EM LETRAS - PROFLETRAS, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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