| dc.description.abstract | In the 21st century, one of the challenges of language teaching is to promote meaningful learning situations. The present thesis aims to investigate how the production of a digital story in the German language favors the development of multiliteracies and the strengthening of the “German” identity of the learner. Through action research, based on the definitions of Tripp (2005), in which the teacher is the researcher, and Kersch (2020), in which learning happens through experience, the methodological basis for data generation of this research entitled: “Deutsch in deinem Leben: Erzähle mir davon” was developed. The project was planned and developed by the teacher-researcher with eleven German language students in a private school in Rio Grande do Sul in the context of the COVID-19 pandemic. As a theoretical support, we based ourselves on literacy studies (KLEIMAN, 2005, 2008; SOARES, 2003), in multiliteracies (GNL, 1996; ROJO, 2012, 2013; KERSCH and MARQUES, 2017; RIBEIRO, 2018, 2020, 2021) and in the analysis of meaning (COPE, KALANTZIS, 2009, 2021). We are also supported by the study of digital stories (ROBIN, 2008), which served of the basis for the analysis of this research. Finally, the concepts of identity (HALL, 2006; IVANIC, 1998) were also used in for the analysis. These theoretical contributions point to a new perspective to teaching and learning languages, which is extremely necessary in our environment marked by technology, especially after the pandemic. The results show that there was a development of multiliteracies by the students, as they built meaning in their digital stories in a multimodal way, acting as agents and playing a leading role in their learning - even in a pandemic context where the differences in access between public and private schools were enormous. Furthermore, we realized that the feeling of identity was revived with the language once again, perceiving the important role it plays in their lives. | en |
