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Submitted by Marcelo Batista de Souza (marcelo.batista@unesp.br) on 2021-07-20T14:31:56Z No. of bitstreams: 1 Revisão Marcelo - tese - 1.8 - autoarquivamento.pdf: 5734457 bytes, checksum: a65a2d2a8b879e0d7a6d0c4ae99c07c0 (MD5) Approved for entry into archive by Adriana Ap. Puerta Buzzá (dripuerta@rc.unesp.br) on 2021-07-20T18:04:07Z (GMT) No. of bitstreams: 1 souza_mb_dr_rcla.pdf: 5734457 bytes, checksum: a65a2d2a8b879e0d7a6d0c4ae99c07c0 (MD5) Made available in DSpace on 2021-07-20T18:04:07Z (GMT). No. of bitstreams: 1 souza_mb_dr_rcla.pdf: 5734457 bytes, checksum: a65a2d2a8b879e0d7a6d0c4ae99c07c0 (MD5) Previous issue date: 2021-06-25 Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) Nesta pesquisa, compartilho a minha compreensão sobre como licenciandos em Matemática a distância, da Universidade Federal de Pelotas, expressam conteúdos matemáticos por meio de vídeos digitais. A disciplina Álgebra Linear I foi o cenário desta investigação, na qual esses licenciandos são os protagonistas de 13 produções que fazem parte da Avaliação Online e integram o corpus de análise deste estudo. A abordagem qualitativa me ajudou a compreender os fenômenos observados no cenário da disciplina. As respostas do questionário aplicado aos estudantes participantes desta pesquisa e a análise dos vídeos são os dados produzidos nesta investigação. Em especial, esses vídeos se tornaram os elementos centrais para responder à pergunta de pesquisa à luz dos referenciais teóricos que envolvem seres-humanos-com-mídias, teoria fílmica e multimodalidade. Em vista disso, na análise dos vídeos observei como os estudantes interagiram com as tecnologias ancorado no construto seres-humanos-com-mídias, assim como, utilizei a teoria de análise fílmica para decompor os seus elementos em busca de estender o meu registro perceptivo. Ademais, realizei uma análise multimodal para compreender como esses produtores de vídeos combinam recursos semióticos, a partir das suas escolhas. A análise dos vídeos sugere que os seus produtores priorizam o uso da técnica matemática, optam por diferentes formas de apresentação e utilizam recursos semióticos da linguagem, do simbolismo matemático e da exibição visual para produzirem significados em seus discursos. Essa análise revela, também, que os estudantes se apoiam nas suas referências e nos elementos que elegem como significantes para expressar conteúdos matemáticos que, possivelmente, perpassam as suas vidas escolares e acadêmicas. Nessas produções, observei que as mídias utilizadas por esses discentes não substituem as demais. Pelo contrário, elas se combinam semioticamente, moldam e são moldadas umas pelas outras e se harmonizam em seus discursos. Há indícios de que os vídeos analisados possam servir de caminhos para as intersemioses que originam as ressemiotizações e as expansões semânticas, apesar de serem limitadas as conexões entre as múltiplas representações. Com base nos resultados apresentados nesta investigação, a expectativa é que outras reflexões pedagógicas, tecnológicas, artísticas, culturais e sociais sejam estimuladas nos ambientes educacionais para realçar as formas de expressão dos estudantes nas interações com as diferentes tecnologias. In this research, I share my understanding of how online preservice mathematics teachers, from the Federal University of Pelotas, express mathematical content through digital videos. The setting for this investigation was a Linear Algebra course, in which these preservice teachers are protagonists of 13 video productions that are part of the Online Assessment and comprised the study‘s corpus for analysis. The qualitative approach helped me to understand the phenomena observed in the discipline scenario. The data sources in this investigation were the students‘ questionnaire responses and the video data. In particular, these videos became the central elements to answer the research question from the perspectives of the humans-with-media, film theory and multimodality theoretical frameworks. From these perspectives, the video analysis included observations of students‘ interactions with the technologies anchored in the humans-with-media construct, as well as film analysis theory to decompose its elements in an attempt to extend my perceptual register. Furthermore, I performed a multimodal analysis to understand how these video producers combined semiotic resources, based on their choices. The analysis of the videos suggests that their producers prioritized the use of mathematical technique, opted for different forms of presentation and used semiotic resources of language, mathematical symbolism and visual display to produce meanings in their speeches. This analysis also reveals that students relied on their references and on the elements that they elect as significant to express mathematical content that possibly permeates their school and academic lives. In these productions, I noticed that the media used by these students do not replace the others. On the contrary, they semiotically combine, mold and are shaped by each other and harmonize in their discourses. There are indications that the analyzed videos can serve as paths for the intersemioses that give rise to resemiotizations and semantic expansions, despite the limited connections between the multiple representations. Based on the results presented in this investigation, the expectation is that other pedagogical, technological, artistic, cultural and social reflections are stimulated in educational environments to enhance the students' forms of expression in their interactions with different technologies. CNPq: 142007/2019-6.

The topic of the article will be the discussion of the issue of how gestures accompanying speech may complement a gap in a statement. The considerations will cover particular ways of filling such a gap, both semantically and taking into account the place of the gesture in the syntactic structure of the sentence. The subject of interest will be the analysis of spontaneous statements of interlocutors, which will allow for the isolation of word-gesture wholes; it will likewise describe the relationship between the two modes ahead of recounting the functions of gestures in the structure of the entire utterance. The analysis is based on commentaries from one of the journalistic programs hosting politicians in Poland.

This article aims to discuss digital literacy in elementary school 1, considering the proposal of the Common National Curricular Base, particularly the linguistic/semiotic analysis. Specifically, to examine the generative path of meaning in the fundamental, narrative and discursive levels of the production of multisemiotic text, the meme, of 3rd grade students. Therefore, the question was asked whether 3rd grade students are being encouraged by the school to develop meaningful skills in the language practices of multisemiotic texts such as the digital genre meme. In response it is assumed that 3rd grade students, who can already be considered digital natives, comment on the content and even produce memes, because they are already being trained by the school to develop critical and reflective sense regarding the language practices of multisemiotic texts such as the meme. We adopted the axis of linguistic/semiotic analysis of the Common Curricular Base (2018), in the processes of reading and production of texts (oral, written, and multisemiotic), with Fiorin (2017), Soares (1998), and Ribeiro (2018) as theoretical support. Este artículo tiene como objetivo discutir la alfabetización digital en la escuela primaria I, teniendo en cuenta la propuesta de la Base Curricular Nacional Común, en particular el análisis lingüístico/semiótico. Específicamente, examinar el camino generativo del significado en los niveles fundamental, narrativo y discursivo de la producción del texto multisemiótico, el meme, de los estudiantes de tercer grado. Por lo tanto, se hizo la pregunta si los estudiantes del 3er año de las escuelas primarias I están siendo estimulados por la escuela para desarrollar habilidades significativas en las prácticas lingüísticas de los textos multisemióticos como el género digital meme. Como respuesta se asume que los alumnos de 3º, que ya pueden considerarse nativos digitales, comentan los contenidos e incluso producen memes, porque ya están siendo formados por la escuela para desarrollar un sentido crítico y reflexivo respecto a las prácticas lingüísticas de los textos multisemióticos como el meme. Adoptamos el eje de análisis lingüístico/semiótico de la Base Curricular Común (2018), en los procesos de lectura y producción de textos (orales, escritos y multisemióticos), teniendo como aporte teórico a Fiorin (2017), Soares (1998) y Ribeiro (2018). O presente artigo tem como objetivo discutir o letramento digital no ensino fundamental I, considerando a proposta da Base Nacional Comum Curricular, particularmente, a análise linguística/semiótica. Especificamente, examinar o percurso gerativo de sentido nos níveis fundamental, narrativo e discursivo da produção de texto multissemiótico, o meme, dos alunos do 3º ano. Assim sendo, fez-se o questionamento se os alunos do 3º ano do ensino fundamental I estão sendo estimulados pela escola para desenvolverem habilidades significativas nas práticas de linguagem de textos multissemióticos como o gênero digital meme. Em resposta pressupõe-se que os alunos do 3º ano, que já podem ser considerados nativos digitais, comentam os conteúdos e até produzem memes, porque já estão sendo habilitados pela escola para desenvolver senso crítico e reflexivo referentes às práticas de linguagens de textos multissemióticos tais quais o meme. Adotou-se o eixo da análise linguística/semiótica da Base Comum Curricular (2018), nos processos de leitura e de produção de textos (orais, escritos e multissemióticos), tendo como aporte teórico Fiorin (2017), Soares (1998) e Ribeiro (2018).

Mobile devices, such as tablets and smartphones, are increasingly present in the everyday life of young people. Despite such insertion, the use of those devices in scenarios such as m-learning is still a missed opportunity. In a previous work we verified that an editor that aggregates various kinds of media can help students in their studies. With that motivation in mind, we realized the Multimodal Editor – a useful tool to leverage the multimedia authorship. In this paper we describe our trajectory toward the Editor – requirements gathering, implementation, challenges, usage scenario and evaluation., Facultad de Informática

Il s’agit, dans cet article, de réinterroger l’opposition chère à Barthes entre la fonction d’ancrage et la fonction de relais du texte verbal dans un ensemble multimédial et plurisémiotique. Nous nous proposons ainsi, dans un premier temps, d’étudier les contraintes que le genre du monument aux morts fait peser sur l’entrejeu des inscriptions verbales sur le socle du monument luxembourgeois Gëlle Fra (« femme en or ») (fonction de relais) et de la sculpture allégorique qui l’orne à son sommet. Dans un deuxième temps, nous visons à montrer comment les fonctions de relais et d’ancrage du verbal, à condition d’être réaménagées, permettent de rendre compte de la multiplicité des significations de l’installation artistique Lady Rosa of Luxembourg de Sanja Iveković qui, sur le mode de la subversion, réénonce le monument aux morts dans un lieu public. Dans un troisième temps, il importe de s’interroger sur le rôle joué par les documents verbo-visuels qui, au moment de la mise en exposition de l’installation au musée, témoignent de la réception de celle-ci par le public. Établissant un parallèle entre la mise en exposition et l’« exécution » d’une oeuvre allographique, nous montrons que la fonction de relais, dûment repensée, permet de rendre compte du devenir (autre) de l’installation., This article aims at revisiting the Barthesian opposition between two possible functions of the verbal text in a multimedia and plurisemiotic whole: that which Barthes calls anchoring and that which is relaying additional information. First, we analyze the constraints imposed by the genre of the war memorial on the interaction between the texts (verbal inscriptions relaying historical information) appearing on the base of the Luxembourgian Gëlle Fra (“Golden Lady”) and the allegoric sculpture that adorns it. Second, shifting our attention to the “renunciation” of the Luxembourgian war memorial through a subversive installation artwork by Sanja Iveković, we examine how the two functions, once they have been adjusted, explain the multiplication of meanings. Finally, we ask ourselves how the exhibition in a museum not only of the artwork itself, but of verbal and visual material documenting the reception by the public, changes the installation’s specific identity, especially when a parallel is drawn between the exhibition and the execution of an allographic work of art., Este artículo examina la oposición Barthesiana entre la función de anclaje y la función de relevo del texto verbal en un conjunto multimedial y plurisemiótico. Primero analizaremos la tensión que existe en el género del memorial de guerra en la imbricación entre las inscripciones verbales en el zócalo del memorial luxemburgués Gëlle Fra (“Dama de oro”) y la escultura alegórica que lo adorna. Segundo, demostraremos como las funciones de relevo y de anclaje del verbal – una vez reorganizadas – evocan la multiplicidad de significados de la instalación artística Lady Rosa of Luxembourg de Sanja Iveković, que, de manera subversiva, renuncia al memorial de los soldados caídos en un lugar público. Tercero, es importante interrogarse sobre los documentos verbales y visuales, que, al momento de ser expuestos en la instalación del museo, atestiguan su recepción del publico. Estableciendo un paralelo entre la exposición y la “ejecución” de una obra alográfica, demostraremos que la función de relevo, debidamente reconsiderada, permite atestar una transformación (en otro) de la instalación.

The aim of this paper is to stress the importance of music and song in Nabokov's Lolita (1955), and also in Kubrick's interpretation of it in his film (1962). Indeed Kubrick's adaptation does bring about, as Linda Hutcheon puts it, a "transcoding process" from the code of writing into the code of film (Hutcheon 7), which is itself multisemiotic, as film associates moving and still images, language, and, of course, music. The analysis begins with a scrutiny of songs in the novel, as Humbert uses songs to not only screen his deeds like in the davenport scene, but also to fuel his contemptuous vision of Lolita. Then the study turns to the function of music in characterization, in both novel and film: the film's characters are associated to musical themes that reflect thematic patterns of characterization in the novel. We will finally draw from those analyses the illustration of how both works use music to organize a subtle destabilization of signs that undermines the first-degree reading or viewing., Cette étude s'attache à souligner l'importance de la musique et des chansons dans Lolita, tant dans le roman de Nabokov (1955) que dans l'adaptation filmique qu'en réalisa Stanley Kubrick en 1962. En effet, comme l'explique Linda Hutcheon (Hutcheon 7), l'adaptation met en oeuvre un processus de transcodage du code écrit au code filmique, qui est lui-même multisémiotique, puisqu'un film associe images mouvantes et fixes, langage et naturellement musique. Cette étude s'ouvre sur une analyse des chansons dans le roman (Humbert utilise en effet les chansons non seulement comme écran à ses agissements, comme dans la scène de masturbation dominicale, mais aussi pour souligner le mépris qu'il a pour les goûts et la culture de Lolita). Ces analyses permettent ensuite d'étudier les fonctions de la musique en termes de caractérisation dans le roman comme dans le film: dans l'adaptation les personnages sont associés à des thèmes musicaux qui font écho à certains motifs du roman. Enfin, ces éléments permettent de montrer comment chaque oeuvre utilise la musique pour organiser une subtile déstabilisation des signes.

This paper examines the way quotations are used in academic lectures, and how semiotic phenomenons intervene to transform quoting utterance into quoted utterance. Literal quoting of major authors engenders a choice of forms and behaviors (tonality, flow, relation to lecture notes…) that are different from the ones used to quote concepts, in order to familiarize students with the discipline. The diverse forms of other speech allow the characterization of various teaching practices and their conception., L’examen des pratiques citationnelles à l’œuvre dans des cours magistraux à l’université conduit à la description de phénomènes de superposition sémiotique à l’origine du passage du discours citant au discours cité. Citer textuellement des dires d’auteurs de référence engendre une mise en forme et des comportements différents (tonalité, débit, rapport aux notes…) de ceux qui consistent à faire mention de concepts pour familiariser les nouveaux entrants avec la discipline. La variété des pratiques est à rattacher à la représentation que se font les intervenants de leur mission d’enseignement. Les diverses configurations de discours autre permettent de caractériser des conceptions pédagogiques variées.