A tradução de legendas e suas contribuições no ensino-aprendizagem de leitura em inglês como Língua Estrangeira
Carregando...
Data
2019-05-27
Autores
Cruzado, Natalia Molan [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A habilidade de leitura em LE se tornou algo muito importante ao longo dos anos escolares no país, como pode-se perceber pela exigência dessa habilidade no ENEM, que possibilita o ingresso dos alunos no Ensino Superior. Esta dissertação teve como objetivo explorar a possibilidade de as capacidades de linguagem desenvolvidas a partir do uso de um serviço de tecnologia digital de tradução de legendas favorecer a formação de leitores ativos e críticos. A metodologia, de cunho descritivo exploratório, contou com o quadro teórico-metodológico do Interacionismo Sóciodiscursivo (ISD), tal como proposto por Bronckart (1999, 2003, 2006, 2008, 2010) e as concepções de letramento, apresentadas por Kleiman (2008) e Kern (2000). Dessa forma, foram analisadas as observações registradas no Diário de Bordo da pesquisadora a fim de registrar os indicadores de mobilização de capacidades de linguagem, postuladas por Bronckart & Dolz (1999), e tomadas como instrumento de análise, embasado nas contribuições de Machado (2005), Maschani (2013), Cristovão e Stutz (2011). Além disso, procurou-se explorar de que maneira essas capacidades de linguagem podem contribuir com as práticas de letramento, conceituadas por Kleiman (2008), Kern (2000), entre outros. Os resultados da análise mostraram que as atividades de tradução de legendas mobilizam indicadores de capacidades de linguagem que podem ser relacionados a eventos de letramento, que constituem um passo inicial na formação crítica e no engajamento dos alunos em relação à sociedade. Por outro lado, os resultados da análise também apontaram para a necessidade de melhor elaboração da atividade, baseando-se, talvez, na concepção de sequência didática apresentada por Schneuwly, Dolz e Haller (2013).
Reading in FL has become very important throughout the school years in the country, as we can realize by the requirement of this ability in ENEM, which makes it possible for students to enroll in University. This dissertation’s goal is to explore the possibility that language capacities developed from the use of digital technology of subtitle translation support the formation of active and critical readers. The methodology, with an exploratory descriptive character, had the theoretical-methodological framework of Sociodiscursive Interactionism (ISD), as proposed by Bronckart (1999, 2003, 2006, 2008, 2010) and the Literacy conceptions, presented by Kleiman (2008) and Kern (2000). Thus, the observations recorded in the researcher’s Diary were analyzed in order to record the indicators of mobilization of language capacities, postulated by Bronckart & Dolz (1999) ,and taken as an analysis tool, based on the contributions of Machado (2005), Maschani (2013), Cristovão e Stutz (2011). Also, we sought to explore how these language capacities can contribute to literacy practices, as defined by Kleiman (2008), Kern (2000), among others. The analysis results showed that subtitle translation activities mobilize an indicator of language capacities that may be related to literacy events, which constitute an initial step in the critical formation and students’ engagement concerning society. On the other hand, the results of the analysis also pointed to the need for better elaboration of the activity, based perhaps on the conception of didactic sequence, presented by Schneuwly, Dolz and Haller (2013)
Reading in FL has become very important throughout the school years in the country, as we can realize by the requirement of this ability in ENEM, which makes it possible for students to enroll in University. This dissertation’s goal is to explore the possibility that language capacities developed from the use of digital technology of subtitle translation support the formation of active and critical readers. The methodology, with an exploratory descriptive character, had the theoretical-methodological framework of Sociodiscursive Interactionism (ISD), as proposed by Bronckart (1999, 2003, 2006, 2008, 2010) and the Literacy conceptions, presented by Kleiman (2008) and Kern (2000). Thus, the observations recorded in the researcher’s Diary were analyzed in order to record the indicators of mobilization of language capacities, postulated by Bronckart & Dolz (1999) ,and taken as an analysis tool, based on the contributions of Machado (2005), Maschani (2013), Cristovão e Stutz (2011). Also, we sought to explore how these language capacities can contribute to literacy practices, as defined by Kleiman (2008), Kern (2000), among others. The analysis results showed that subtitle translation activities mobilize an indicator of language capacities that may be related to literacy events, which constitute an initial step in the critical formation and students’ engagement concerning society. On the other hand, the results of the analysis also pointed to the need for better elaboration of the activity, based perhaps on the conception of didactic sequence, presented by Schneuwly, Dolz and Haller (2013)
Descrição
Palavras-chave
Ensino de Inglês, Ensino Médio, Metodologia, Tradução, Tecnologia, Interacionismo Sóciodiscursivo, Capacidades de Linguagem, Letramento, High School, Methodology, Translation, Technology, Sociodiscursive interactionism Theory, Language Abilities, Literacy