Navegando por Autor "Hugo, Camila dos Santos Vieira"

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    Dissertação
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    Divulgação das ciências da linguagem por meio de episódios de podcast: uma proposta de retextualização de artigos científicos no ensino médio
    (Universidade Estadual do Norte do Paraná, 2026) Hugo, Camila dos Santos Vieira; Barros,, Eliana Merlin Deganutti de; http://lattes.cnpq.br/0263644351545918
    This qualitative study, developed within a Professional Master’s Degree program, stems from the recognition of the distance between science communication and the school-based teaching and learning of Portuguese. In this context, the study is justified by the need for more systematic teaching practices focused on the production of science communication texts, grounded in a conception of language as interaction and writing as a continuous learning process. Based on this premise, the study has the propositional objective of designing and implementing a genre-based didactic sequence, grounded in the theoretical and methodological principles of Sociodiscursive Interactionism, aimed at teaching the production of science communication podcast episodes. From the research perspective, its objective is to conduct a didactic validation of the design and implementation of this sequence within a context of the popularization of the Language Sciences. To this end, the research was conducted in five phases: (1) a survey of related studies; (2) planning and systematization of the didactic sequence; (3) implementation of the didactic sequence with a high school class at a state school in Cornélio Procópio, Paraná, Brazil, with the consent of the students and their legal guardians; (4) analysis and interpretation of the data generated during the implementation, specifically the activities produced by the participants, their oral and written texts, and the researcher’s field diary; and (5) development of a guide for implementing the didactic sequence, resulting from the didactic validation process undertaken. The analysis of the aforementioned data indicates that working with the science communication podcast episode genre contributed to the development of the students’ language capacities, particularly regarding discursive organization, adaptation to the target audience, retextualization of academic and scientific texts, and planned oral production. The results indicate that producing these texts expanded the participants’ literacy practices, enabling them to act as producers and disseminators of scientific knowledge, while also bringing them closer to the Language Sciences.