http://hdl.handle.net/11624/149 Tue, 26 May 2026 17:59:48 GMT 2026-05-26T17:59:48Z https://repositorio.unisc.br:443/jspui/retrieve/4792/para biblio.png http://hdl.handle.net/11624/149 http://hdl.handle.net/11624/4294 Title: O duolingo como trilha de aprendizagem : uma análise sob a ótica da semântica de frames. Authors: Mendes, Carlos Augusto Pereira Abstract: This dissertation analyzes the Duolingo path through its units, lessons, and tasks from a Cognitive Linguistics perspective grounded in Frame Semantics, and multimodality studies. The general objective is to investigate how the application organizes and promotes meaning making in modern foreign language learning — specifically French — through the integrated orchestration of verbal language, images, sound, and interaction. Methodologically, the research adopts a qualitative and analytical-cognitive approach to map the mental operations and the organization of the corpus that comprises the digital interface. The analyses show that the platform's pedagogical process is not structured around abstract grammatical rules, but rather through the systematic activation of shared situational and sociocultural frames. The results indicate that meaning-making occurs through an integrated multimodal orchestration, highlighting the recurrent use of highly conventional metonymies and conceptual metaphors, particularly the updating of the metaphor LEARNING IS A JOURNEY into LEARNING IS A GAME. Furthermore, it was found that gamification plays a structuring role by articulating mechanisms of progress, reward, feedback, and repetition, configuring the superframes LEARNING and COMPETITION, and promoting learner self-regulation and sustained engagement. In conclusion, Duolingo can be understood as a multimodal learning ecology contributing to the theoretical and practical advancement of the field of Cognitive Linguistics applied to learning in digital mobile environments. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/11624/4294 2026-01-01T00:00:00Z http://hdl.handle.net/11624/4292 Title: Multimodalidade sensorial como auxílio ou obstáculo à compreensão linguística. Authors: Junges, Jordan Abstract: Reading comprehension, the ability that combines general language comprehension with the visual recognition and decoding of words (Hoover; Gough, 1990; Scarborough, 2001), is a fundamental skill for living fully in our literate society. Despite this status, reading activities, which demand a large amount of cognitive processing, are constantly carried out in suboptimal scenarios, almost always competing against the myriad of distractions of the contemporary world. Attention is the gateway that defines which stimuli – among them, reading – receive privileged cognitive treatment and can reach consciousness and also memory. When it comes to linguistic, or more broadly, semiotic materials, these stimuli are usually mixed in multiple simultaneous sensory modalities. With this in mind, this study aims to analyze possible interferences, ranging from providing assistance to generating obstacles, caused by the association, in a single text, of visual and auditory sensory modalities over the language comprehension of college students. In order to conduct an investigation on an undergraduate population (n = 25), a test was designed consisting of nine short narratives (with approximately 150 words each), presented in nine different formats (written, spoken, written and spoken, in subtitled video, in narrated video, sung, with instrumental background music, with sound distractions, and with visual distractions) to measure language comprehension as a process, applying eye tracking, and as a product, using questionnaires with short open-ended questions. Additionally, a profile questionnaire was applied, aimed at understanding the participants' reading and media consumption habits, and a perception questionnaire about perceived preferences during the reading comprehension test. The reaction time metrics for answering the comprehension questionnaires and the accuracy scores did not show any statistically significant differences among the experimental conditions; however, the latter measure revealed a tendency for silent reading to be more efficient than the spoken, sung, and instrumental music-accompanied text formats. Eye tracking data showed leveled effects across all experimental conditions based on static text, masking possible variations in working memory processing in this segment. Differences were observed in audio and video formats, particularly larger pupil dilation, whose interpretation is not conclusive. Considering all data, including participant preferences, the unimodal visual text format performed best and most consistently. In general, the results indicate that undergraduate students process language comprehension with great flexibility in dealing with multimodality and distractions. The number of sensory modes occupied by the communicated information seems to have less impact than parameters such as conciseness, structuring, and native effectiveness of the applied encoding. Future studies with more informationally dense texts, instruments calibrated to measure more complex reading comprehension processes, or considering audiences with less proficient reading and less adaptability to distractions will likely present different conclusions that will help put the findings of this research into perspective. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/11624/4292 2026-01-01T00:00:00Z http://hdl.handle.net/11624/4291 Title: Um olhar sobre o uso de plataformas digitais no ensino e aprendizagem de gramática. Authors: Iser, Bruna Maria Abstract: This Master’s Thesis aimed to investigate the teaching of grammar in the contemporary school context through the articulation of different grammatical conceptions and the use of digital platforms from a media literacy perspective. In light of recurring criticisms of traditional grammar instruction, characterized by normative, prescriptive, and decontextualized approaches, the study proposes a reflection on more dynamic, interactive, and meaningful pedagogical practices mediated by digital technologies. The objective was to analyze Portuguese language teachers’ views on grammar teaching and the use of the digital platforms Kahoot! and Wordwall, seeking to understand their potential, limitations, and challenges in the teaching-learning process. Methodologically, the research is characterized as qualitative and exploratory, grounded in a literature review and the implementation of a focus group with four teachers working in the final years of elementary education (6th, 7th, 8th, and 9th grades). The results indicate that, although grammar instruction remains predominantly oriented toward normative practices, the teachers recognize the potential of digital platforms to foster student engagement, incorporate playful elements into classroom activities, and support a more reflective and descriptive approach to language. However, challenges were identified, including insufficient continuing education focused on media literacy, structural constraints, and the need for intentional pedagogical planning. The study concludes that the critical and conscious integration of digital technologies can contribute to the re-signification of grammar teaching, provided that it is articulated with conceptions of language that value usage, linguistic variation, and social language practices. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/11624/4291 2026-01-01T00:00:00Z http://hdl.handle.net/11624/4286 Title: Literacia midiática nas aulas de língua portuguesa no ensino médio : desafios e possibilidades. Authors: Cardoso, Brenda de Góis Abstract: Recognising the importance of media literacy for contemporary society, this dissertation examines the competencies in Languages and their Technologies and the skills of the journalistic–media field of Portuguese set out for Upper Secondary Education in the Base Nacional Comum Curricular (BNCC) and in the Referencial Curricular Gaúcho para o Ensino Médio (RCGEM), with the aim of proposing a guide for Upper Secondary School teachers. To this end, the study departs from the question of how the absence of defined objects of knowledge in these guiding documents impacts methodologies and pedagogical practices in Portuguese language classes at upper secondary level, and which pedagogical strategies can be employed to support teachers in the development of competencies and skills related to media literacy. Through a literature review grounded mainly in the work of Lúcia Santaella, Lars Elleström, Roxane Rojo and Eduardo Moura, combined with documentary research based on a critical reading of the aforementioned documents, this study conducts qualitative research on the topic in order to identify the objects of knowledge of the journalistic–media field. By debating challenges and possibilities for teaching within the journalistic–media field in Portuguese, the study aims to support teachers in reflecting on methodologies that can be implemented in the classroom, based on a teaching proposal that, in alignment with the guiding curricular documents, may contribute to the development of media literacy in Upper Secondary Education. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/11624/4286 2026-01-01T00:00:00Z