Navegando por Autor "Bassetto, Rafaela Tavares"

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    Dissertação
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    Formação inicial de professores e ensino da oralidade: proposta didática com o gênero textual videorresenha
    (Universidade Estadual do Norte do Paraná, 2026) Bassetto, Rafaela Tavares; Storto, Letícia Jovelina; http://lattes.cnpq.br/0743245285126825
    This dissertation, organized in a multipaper format, aims to analyze the role of the video review genre in Language and Literature teacher education curriculum and to propose reflective strategies for exploring this genre within teaching practices. The first article presents an exploratory and systematic literature mapping of academic publications from 2014 to 2024, revealing a scarcity of studies addressing the teaching of orality through video reviews in higher education. The second article analyzes the Pedagogical Course Projects (PCPs) of undergraduate Language and Literature teacher education programs at public universities in the state of Paraná, based on Opinion Nº 492/2001 of the Brazilian National Council of Education and the Higher Education Chamber, and finds that orality is still addressed in a limited manner within these curricula. The third article proposes a theoretical model of the video review as a multisemiotic oral genre, highlighting its potential for developing language capacities in teacher education. Together, these three studies reveal gaps in teacher preparation regarding the teaching of orality and propose ways to incorporate it into Language and Literature curricula. Based on the proposed model, an Educational Product entitled Activity Sequence on the Video Review Genre was developed. The fourth article analyzes the implementation of this activity sequence with pre-service Language and Literature teachers enrolled in an academic and scientific development course at a public university. The diagnostic questionnaire administered as part of the activity sequence revealed restricted conceptions of orality, limited knowledge and insecurity regarding oral genres, and educational experiences characterized by few opportunities to engage in speaking practices. The video reviews produced by the participants demonstrated partial appropriation of the genre's structure, but also a strong reliance on reading scripts, weaknesses in argumentation, and difficulties in using speech autonomously in public contexts. Overall, this dissertation demonstrates that, although orality is recognized as an essential dimension of language, it still occupies a especific position in both teacher education research and initial teacher education curricula. At the same time, it offers practical pathways for intervention by modeling the video review as an oral genre and providing its teaching through an activity sequence. The findings suggest that systematic work with oral genres can broaden teaching practices related to orality in initial teacher education and promote the inclusion of oral genres in Language and Literature curriculum.
  • Imagem de Miniatura
    Dissertação
    Acesso aberto (Open Access)
    Formação inicial de professores e ensino da oralidade: proposta didática com o gênero textual videorresenha
    (Universidade Estadual do Norte do Paraná, 2026) Bassetto, Rafaela Tavares; Storto, Letícia Jovelina; http://lattes.cnpq.br/0743245285126825; Storto, Letícia Jovelina; http://lattes.cnpq.br/0743245285126825; Costa-Maciel, Débora Amorim Gomes da; http://lattes.cnpq.br/8091621636430108; Araújo, Roberta Negrão de; http://lattes.cnpq.br/0676766332500379
    This dissertation, organized in a multipaper format, aims to analyze the role of the video review genre in Language and Literature teacher education curriculum and to propose reflective strategies for exploring this genre within teaching practices. The first article presents an exploratory and systematic literature mapping of academic publications from 2014 to 2024, revealing a scarcity of studies addressing the teaching of orality through video reviews in higher education. The second article analyzes the Pedagogical Course Projects (PCPs) of undergraduate Language and Literature teacher education programs at public universities in the state of Paraná, based on Opinion No 492/2001 of the Brazilian National Council of Education and the Higher Education Chamber, and finds that orality is still addressed in a limited manner within these curricula. The third article proposes a theoretical model of the video review as a multisemiotic oral genre, highlighting its potential for developing language capacities in teacher education. Together, these three studies reveal gaps in teacher preparation regarding the teaching of orality and propose ways to incorporate it into Language and Literature curricula. Based on the proposed model, an Educational Product entitled Activity Sequence on the Video Review Genre was developed. The fourth article analyzes the implementation of this activity sequence with pre-service Language and Literature teachers enrolled in an academic and scientific development course at a public university. The diagnostic questionnaire administered as part of the activity sequence revealed restricted conceptions of orality, limited knowledge and insecurity regarding oral genres, and educational experiences characterized by few opportunities to engage in speaking practices. The video reviews produced by the participants demonstrated partial appropriation of the genre's structure, but also a strong reliance on reading scripts, weaknesses in argumentation, and difficulties in using speech autonomously in public contexts. Overall, this dissertation demonstrates that, although orality is recognized as an essential dimension of language, it still occupies a especific position in both teacher education research and initial teacher education curricula. At the same time, it offers practical pathways for intervention by modeling the video review as an oral genre and providing its teaching through an activity sequence. The findings suggest that systematic work with oral genres can broaden teaching practices related to orality in initial teacher education and promote the inclusion of oral genres in Language and Literature curriculum.