http://hdl.handle.net/11624/149 Wed, 28 Oct 2026 08:15:02 GMT 2026-10-28T08:15:02Z http://hdl.handle.net/11624/4310 Title: No eco dos corredores da escola : a leitura - um estudo e uma prática sobre a mediação em leitura na Educação Básica. Authors: Fregapani, Letícia da Rosa Abstract: La presente tesis investiga las implicaciones pedagógicas de la afirmación de que la lectura es parte integrante de los diversos componentes que forman la grade curricular de la Educación Básica, buscando comprender en que grado el momento de formación continuada ha sido visto como oportunidad para que esa integración ocurra, sea vivida y comprendida en la escuela. La E.E.E.M. Pedro Rosa es nuestra compañera en esta investigación, que se constituyó como una investigación-acción, puesto que partimos de una demanda real de la escuela por la reflexión respeto a la lectura. Nuestras acciones en campo se caracterizaron a través de la realización de 8 encuentros para leer junto con los profesores - tanto para fruición, como para estudios teóricos - ; la aplicación de cuestionarios en el inicio y al término del período de realización de la investigación; y el planeamiento de actividades de promoción de la lectura en la escuela. En la confluencia de esas acciones, terminamos por intervenir en la biblioteca de la institución, una vez que la comprendemos como un espacio esencial en la temática da formación de lectores. Partimos de una mirada fenomenológica, atenta al fenómeno de la lectura y encontramos, en nuestro aporte teórico, diferentes voces que nos ayudan en esa escucha. Con Jorge Larrosa (2018) y Graciela Montes (2020), nos volvemos para la experiencia y el enigma que son la lectura. A partir de lo que desarrolló Antonio Nóvoa (2023), nos direccionamos para el hacer del profesor y la idea de una formación continuada. René Barbier (2007) nos ayuda en las definiciones de que puede ser una investigación-acción. Michèle Petit (2024), Teresa Colomer (2007) y Ana Maria Machado (2011) nos acompañan en la reflexión respecto la formación de lectores, que nos lleva al concepto de ecosistema mediador presentado por Felipe Munita (2024). También hacemos una consulta extensa a documentos de la educación nacional, como la Base Nacional Comum Curricular (BNCC), la BNC – Formação Continuada, el Censo Escolar y los resultados del Sistema de Avaliação da Educação Básica (SAEB). Al fin, comprendemos: la formación continuada como momento bastante proficuo para la discusión cerca de la lectura en la escuela, implicando en cuestionamientos sobre el “yo lector” y el “yo mediador”; la biblioteca como espacio clave para el desarrollo de actividades de fomento a la lectura en la escuela; las acciones direccionadas a la lectura vinculadas a la necesidad de una mirada longitudinal, tanto en cuestiones espaciales, cuanto temporales y, finalmente, la potencia existente en el encuentro de los profesionales de la educación con sus pares y el conjunto de la comunidad escolar. Percibimos, por fin, que los puntos de reflexión esenciales para pensar la formación de lectores en la escuela son los estudiantes, la unión entre profesores y funcionarios, la biblioteca y el planeamiento, y ellos, por consiguiente, vienen a ser aquellos que descubrimos fundantes de un ecosistema lector en la escuela, responsables por hacer con que la lectura resuene por sus pasillos. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/11624/4310 2026-01-01T00:00:00Z 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