Research Grants 22/00588-7 - Tradução, Poética - BV FAPESP
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Translation, poetics and cultural artifacts in interdisciplinary literacy projects at Early Childhood Education and Elementary School I

Abstract

This project belongs to the research lines "Translation and poetic studies" and "Digital literacy and cultural artefacts" of the Research Group LEETRA (CNPq). I aim to propose a new phase as an unfolding to FAPESP Research Projects 2016/17059-6 and 2019/08789-), when I focused on the use of an app at the first grades of Elementary School and Kindergarten respectively. At the present phase, the main objective comprehends the construction of two apps where I will insert indigenous issues in dialogue with Brazilian Indigenous Literature, as well as qualitative and collaborative research with Kindergarten teachers of the last grade (five-year children) and to Elementary School I. The project implies academic and social relevance, in part because of Brazilian law 11.645-08, in part because of the emphasis on Kindergarten and on Elementary School, together with the proposal of ludic forms of teaching and learning, also because of the proposal of the elaboration of technological artefacts inside an innovative approach in what concerns research in the area of Applied Linguistics. I aim at understanding sociocognitive, discursive and identity processes inherent in language practices with the inclusion of technology (ICT) according to present demands. I emphasize the understanding of the role of cultural artefacts (Bartlett, 2006) for intermediating oral and written language practices, as well as the role of poetic texts within such a process, using the concept of translation inherent in rewriting practices (Franchi, 1992; Martins, 2018) and of intersemiotic and intergeneric translation in particular (Jakobson, 1969; Torop, 2010). Looking for complementary subsidies for New Literacy Studies for approaching the themes of poetics, translation, and cultural artefacts, I explore concepts of Culture Semiotics (Lotman, 2005; Torop, 2010) and issues concerning Translation Studies (Jakobson, 1973; Benjamin, 2010; Pym, 2011; Martins, 2011a; 2013c). The project is based upon the interpretative paradigm of social research on language uses (Erickson, 1984; Moita Lopes, 1994) and I aim at joining research with Kindergarten and Elementary School teacher training, making use of the virtual platform (MOODLE) for data generation according to my previous research experience. I aim at two main results: (1) encouraging the use of technology in the classroom with a didactic-pedagogical intention; 2) providing support for teachers of Early Childhood Education and Elementary School I to delve deeper into themes that concern Brazilian indigenous peoples based on consistent, pedagogically directed material resulting from academic research. I call attention to the innovation potential of this proposal, in what concerns the proposition of cultural artefacts which include a literary, ludic, technological and affirmative profile. The affirmative profile is due to the inclusion of ethnic issues and the valorization of Brazilian indigenous literature. (AU)

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