Banca de DEFESA: GUSTAVO FERNANDES FELIZARDO DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : GUSTAVO FERNANDES FELIZARDO DA SILVA
DATE: 16/05/2025
TIME: 10:00
LOCAL: Sala 04 PPG
TITLE:

Retextualization from Writing to Speech: From Chronicle to Podcast

KEY WORDS:

Retextualization; chronicle; podcast.

PAGES: 120
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

This research aims to promote engagement and active participation in students' literary and social literacy in the eighth grade of a public school in the municipal network of Petropolis, Rio de Janeiro. Given the educational challenges and low performance in the Basic Education Assessment System, the study highlights the need to actively involve students in the educational process. The main objective is to develop reading activities focusing on the chronicle genre and podcast production, integrating literary experiences with oral expression to create an environment that fosters critical and reflective literacy practices. The specific objectives include: promoting confidence in oral and written performance; valuing local cultural production through the chronicle genre; exploring the structural and linguistic characteristics of the chronicle and podcast genres; encouraging the conscious use of technologies; reflecting on the role of literature in society; and analyzing how reading practices can improve listening skills in lower secondary education, focusing on strategies that enhance oral comprehension and interaction. Initially, students were introduced to the book "A Vida Não É Justa" (Life Is Not Fair) by Andrea Pachá, a former family court judge. The complete reading of the chronicles served as the starting point for the creation of a podcast, involving the retextualization of dramatic texts. The research follows a qualitative approach, exploring human behavior in complex social contexts while contributing to the academic community and Portuguese language teaching. Action research was adopted to actively involve teachers and students in the teaching-learning process, aiming to generate empirical knowledge that could intervene and modify collective reality, as highlighted by Thiollent (2008, 2011). The proposal is based on contributions from textual linguistics, drawing from Marcushi (2008; 2010) and Santos (2020), as well as on the pedagogy of multiliteracies, according to Rojo and Moura (2012), and the guidelines of the Base Nacional Comum Curricular (2018). The project was carefully planned and structured into interconnected stages to ensure its organization and efficiency. The results showed that well-structured and challenging reading activities increased student engagement, surpassing expectations throughout the process. From reading circles to recording and publishing the chronicles, students demonstrated commitment, creativity, and resilience in overcoming challenges. The project not only innovated the school environment but also expanded students' expressive and productive capabilities, reaffirming the transformative role of education, even in adverse contexts. During the research, challenges arose concerning the participation of students with special needs, particularly in the recording stage due to speech difficulties. To ensure the inclusion of all students, the activities were adapted, allowing effective participation in the project’s construction. The impact extended beyond the school, reaching the educational community, families, and podcast audiences.

COMMITTEE MEMBERS:
Externo à Instituição - FABIO ANDRE CARDOSO COELHO - UFF
Presidente - 1629233 - MARLI HERMENEGILDA PEREIRA
Interna - 1795701 - ROZA MARIA PALOMANES RIBEIRO