Tese
Representações da língua inglesa e da multimodalidade no ensino médio integrado: implicações para uma pedagogia de multiletramentos
Autor
Arnt, Janete Teresinha
Institución
Resumen
This work aims at identifying and analyzing the representation of the English language
and of multimodality in technical education integrated to high school in order to
investigate which discursive practices and modes of meaning (semiotic resources) are
relevant to promote education that is consistent with current educational policies and
the needs of participants of the context. The study was conducted considering the
perspective of an official document called Base Document of Professional Education
and the discourse of 52 graduates of the course of technical education in agriculture
and livestock integrated to high school of the Farroupilha Federal Institute and of 11
supervisors who received these students for training between the years of 2012 and
2016 (5 years). In these texts, an analysis of the Processes, Participants and
Circumstances (transitivity analysis - Ideational Metafunction – Systemic Functional
Grammar) associated to the English language and to multimodality was carried out in
order to identify the contributions of the English language and multimodality to the
participation in the practices of the different spheres of life. The results of the analysis
of the Document show a fertile alliance between the principles of technical education
integrated to high school and multiliteracies, ensuring that it is relevant to adopt the
perspective of multiliteracies in this context of teaching, since the Document, as well
as the pedagogy, presuppose a multifaceted education, in order to promote literacies
for “the new workplace”, for “public participation” and for “personal and community life”.
The results of the analysis of the discourse of the graduates show that they recognize
the English language as important, even those who have evaluated that it did not
contribute directly to their personal or professional life. The graduates were able to
indicate circumstances of contribution of the English language and predominantly
actions enabled by their English language knowledge in a variety of contexts,
especially for personal (listening to music) and professional (consuming and producing
academic genres) life. As for multimodality, participants recognize a certain level of
importance of the different semiotic modes in some genres, especially gestural modes
of meaning to participate in conversations, and visual modes as a support for the
written mode. However, the results also reveal lack of metalanguage to talk about
multimodality. The supervisors recognize the importance of the English language for
professional practice, especially in terms of access to scientific knowledge and
international technologies. From a panorama of the contributions of the English
language and of multimodality, it was possible to specify genres and modes of meaning
that can be relevant to the professional and personal context. With this scenario, along
with the needs of the institutions receiving high school graduates, it was possible to
outline some principles for a teaching proposal that is consistent with the needs of the
context and with the pedagogy of multiliteracies.