New literacies, new practices? A study of teachers' discourses about multiliteracies and new literacies at school

Author(s)

Ana Amélia Calazans da Rosa

• Document type: Doctoral Thesis
• Press: Campinas, SP.
• Institution: Universidade Estadual de Campinas (UNICAMP). Instituto de Estudos da Linguagem
• Defense date: 2016-08-25

Examining board members

Roxane Helena Rodrigues Rojo; Maria Elizabeth Bianconcini de Almeida; Fernanda Félix Litron; Denise Bértoli Braga; Jacqueline Peixoto Barbosa

• Advisor: Roxane Helena Rodrigues Rojo

Abstract

This research aims to investigate issues related to teachers¿ education for multiliteracies and new literacies practices. The focus relies on the online course of Specialization in Portuguese Language teaching by RedeFor (teachers¿ education and professional development program of the state of São Paulo, Brazil). We investigate the influence of the discipline LP-005 "Multiliteracies, languages and media" in teachers¿ appraisals about integrating multiliteracies practices and digital technologies with the school syllabus. The theoretical and methodological perspective adopted is based on the studies of Literacies as sociocultural practices, focusing on New Literacies approach and on the Pedagogy of Multiliteracies. The data gathered for this study is organized in three levels: the LP-005 course content as available in the learning management system; the discussion forum in which the theme explored the combination of digital technologies with common school practices; and the selection of Final Essays submitted in partial fulfillment of the requirements for the degree of Specialist in Portuguese Language teaching. To these effects, we make use of qualitative-interpretative methodological approach. In order to build the analytical framework, we adopt the dialogic concept of language by Bakhtin¿s Circle; the categories of linguistic modalization as discursive procedures; and the categories built from the Multiliteracies and New Literacies fundamental ideas. The results reveal the RedeFor traditional framing operates as a centripetal force that hampers the syllabus transformation towards appropriate and creative integration of new practices in school context. This evidence addresses the teachers¿ appraisals to remain closely related to conventional literacies scope and typical Web 1.0 practices. The results discussion suggests that facing the challenges of integrating multiliteracies and new literacies to school practice is a lot more complex than simply distributing electronic devices and offering technical training. That is why we bring to the discussion the concept of Web curriculum as an alternative for expanding the possibilities of implementing hybrid school practices as well as curricular transformation. In the face of an increasingly complex context for education, this study aims to contribute to the area of teachers¿ education and professional development. For future research, we suggest the need of critically question the curriculum in cases of integrating new technologies with formal school contexts (AU)

• FAPESP's process: 13/13263-0 - New literacies, new practices? A study of teachers' discourses about multiliteracies and new literacies at school
• Grantee: Ana Amélia Calazans da Rosa
• Support Opportunities: Scholarships in Brazil - Doctorate