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Previous issue date: 2014-09-02 / O objetivo desta dissertação é investigar por meio da comunidade “Diário de Classe”, existente no site Facebook, como uma aluna da contemporaneidade e usuária de redes sociais constrói, em seus discursos, a escola atual. O trabalho encontrou suporte teórico em Sibilia (2012), Tapscott (2010), Jesus (2007), Castells (1999), Castells & Cardoso (2005), Fairclough (2001), Scherrer-Warren (2011), Recuero (2009), Santaella & Lemos (2010), Santaella (2010), Rosa & Santos (2013), Hall (1997), Hall & Woodward (2000), Foucault (1987; 1998; 2012), Bourdieu (1989), Bourdieu & Passeron (2009), Rojo (2009, 2012), Lanshear & Knobel (2006), Cope & Kalantzis (2000), Monte Mór (2013), Coffey (2010) e Maciel (2013), entre outros. Estas as perguntas que nortearam a pesquisa: 1) De que forma a aluna da comunidade “Diário de Classe” constrói seus discursos à volta da escola contemporânea? 2) Como a escola reage aos discursos proferidos pela discente? 3) Qual é o sentido conferido às tecnologias digitais por esta discente? A metodologia de pesquisa é de base interpretativista nas perspectivas de Flick (2009) e Bortoni-Ricardo (2008). Os resultados sugerem que o discurso da discente mostrou-se contraditório em alguns pontos porque, na maioria dos dados, houve indícios de desejar uma escola com ideais de verdade e punição. O professor é o ator principal do processo de ensino-aprendizagem em privilégio aos letramentos formais, e as mudanças solicitadas reproduziam os discursos hegemônicos. Apesar de a aluna ter alguns discursos semelhantes aos da escola, esta entendeu que a ação da discente foi uma afronta as normas escolares e reagiu contra o discurso da estudante. Ao final surgem sinais, nos discursos da aluna de que as tecnologias digitais exercem relevância em sua vida porque, por meio delas, ela pode aprender coisas que a escola não a ensina. Portanto, concluímos que ainda há muito que discutir sobre os discursos escolares para construção de desenhos mais significativos para a educação do presente, dando espaço a poderes mais distribuídos entre os sujeitos escolares, rumo a que se valorizem os letramentos múltiplos, multiletramentos e letramentos críticos. / The aim of this thesis is to investigate through the community "Diary of Class" on the Facebook website, how a contemporary student and user of social networks has built in her discourse about current school. The main theoretical underpinning for the research is provided by Sibilia (2012), Tapscott (2010), Jesus (2007), Castells (1999), Castells & Cardoso (2005), Fairclough (2001), Scherrer-Warren (2011), Recuero (2009), Santaella & Lemos (2010), Santaella (2010), Rosa & Santos (2013), Hall (1997), Hall & Woodward (2000), Foucault (1987, 1998, 2012), Bourdieu (1989), Bourdieu & Passeron, (2009), Rojo (2009, 2012), Lanshear & Knobel (2006), Cope & Kalantzis (2000), Monte Mór (2013), Coffey (2010) and Maciel (2013) among others. The research questions are the following: 1) How does the student of the community "Diary of Class" build her discourse concerning about contemporary school? 2) How does the school react about the discourse of the student? 3) What is the meaning given to digital technologies for this student? The research methodology is based on interpretative approach (Flick, 2009; Bortoni-Ricardo, 2008). The results suggest that the student has had a contradictory discourse in some points, there were evidences of keeping a school with truth and discipline ideals. The teacher is the main actor in the teaching/learning process in a formal literacies perspective, and the changes requested reproduced hegemonic discourse. Even though the student has had some similar discourses to school, it has understood that the action of the student has been an affront to the school rules and it reacted against the discourse of the student. At the end, signals come up, in the student discourse, that digital technologies have an important bearing in her life because, by means of them, she could learn things that the school does not teach for her. Therefore, we conclude that there is still a lot to be discussed about school discourse for the construction of more meaningful drawings concerning the current education, giving place to more distributed power between school members, towards the increase in value of the multiple literacies, multiliteracies and critical literacies.
Identifer | oai:union.ndltd.org:IBICT/oai:localhost:1/339 |
Date | 02 September 2014 |
Creators | Moreira-Leite, Joana Rodrigues |
Contributors | Jesus, Danie Marcelo de, Jesus, Danie Marcelo de, Souza, Veralúcia Guimaraes de, Barros, Adriana Lúcia de Escobar Chaves de |
Publisher | Universidade Federal de Mato Grosso, Programa de Pós-Graduação em Estudos de Linguagem, UFMT CUC - Cuiabá, Brasil, Instituto de Linguagens (IL) |
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 UFMT, instname:Universidade Federal de Mato Grosso, instacron:UFMT |
Rights | info:eu-repo/semantics/openAccess |
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