Banca de QUALIFICAÇÃO: PATRICIA NEYRA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : PATRICIA NEYRA
DATE: 08/05/2023
TIME: 15:00
LOCAL: Atividade Remota
TITLE:

Literary literacy in the Distance Education: reflections on teaching and learning practices in Spanish teacher training

KEY WORDS:

Literary literacy. Distance Education. Spanish teaching training.

PAGES: 94
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

My experience with literature during my Spanish teacher training at the Universidade Federal de Alagoas (UFAL) motivated me to investigate the problem of using literary texts in Spanish classes at that time. Based on the inappropriate use of literature in Spanish teaching (NEYRA, 2009) and the correlation between literature teacher training and the teaching and learning process at school (SEGABINAZI, 2011), along with my current teaching experience in the Spanish Teacher Training Course in Distance Education (DE) at UFAL, this work was promoted. Our research is supported by literary literacy, which is understood as the process of appropriation and construction of meanings given by literature in transaction with the reader's previous experience (COSSON, 2018), and the emphasis given to interaction between teaching and learning subjects in DE (MOORE, 1997), to build situated knowledge (NEYRA; SOUTO MAIOR, 2022).

The general objective is to reflect on the teaching of literature in the Spanish Teacher Training Course in DE at UFAL and Universidade Federal de Pernambuco (UFPE), with specific objectives to: a) describe the teaching of literature in the subject of Literature in Spanish Language 1 of the Spanish Teacher Training Course in DE at UFAL and UFPE; b) characterize literature teaching practices from the perspective of literary literacy and Distance Education; and c) contribute to the consolidation and characterization of reflections on the teaching of literature in the virtual environment under the concepts of literary literacy (COSSON, 2015; 2018; 2020) (PAULINO; COSSON, 2009), of the Theory of Transactional Distance (MOORE, 1997) (MOORE; KEARSLEY, 2007), from the Bakhtinian perspective of language and interaction (BAKHTIN, 2006) (BAKHTIN/VOLOCHÍNOV, 2004) and from situated knowledge (SOUTO MAIOR; LIMA (2017).

This is a qualitative research (LÜDKE; ANDRÉ, 1986) of an ethnographic nature (MATTOS; CASTRO, 2011) that is part of the Applied Linguistics (AL) area of an interpretative nature, based on indisciplinary AL (MOITA LOPES, 2006) and involved (SOUTO MAIOR, 2022a; 2022b). We used a questionnaire applied in 2021 to teachers, tutors and students of the subjects Literature in Spanish Language 1 of the Spanish Teacher Training Course in DE at UFAL and UFPE, as well as the observation of the virtual class environment of these subjects on the Moodle platform to construct the data.

We interpreted the interactions between tutors and students in the virtual educational forums proposed in the subject Literature in Spanish Language 1 of the Spanish Teacher Training Course in DE at UFAL to understand how interaction occurs in a certain context of DE in terms of its types and levels and what possible implications for the teaching and learning process can be recognized when considering this interaction from the Bakhtinian perspective. We observed, through the interpretation of the data, that there is more and better quality interaction when aspiring to situated knowledge, and that the quality of the interaction has implications in the degrees of pedagogical distance.

 

BANKING MEMBERS:
Presidente - 2546193 - RITA DE CASSIA SOUTO MAIOR SIQUEIRA LIMA
Interno(a) - 1414920 - LORENA ARAUJO DE OLIVEIRA BORGES
Externo(a) à Instituição - DANIELA MARIA SEGABINAZI - UFPB