Letramento digital no ensino médio:conexões entre tecnologia e aprendizagem colaborativa nos processos de leitura e de escrita em língua portuguesa
Autor(a) principal: | |
---|---|
Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/5565 |
Resumo: | This study aims at describing interaction events during elaboration and deployment of activities which took place in Portuguese lessons in a 2nd year class of a public state High School in Goiânia-Goiás. The paper points out resignification of digital literacy practices, participants’ mindset changes, and students’ evaluation of achieved results through hypertext reading and writing work hosted in the computer screen and Web 2.0. In the theoretical background related to reading historicity and their relations to writing, we highlight Chartier (1994, 1998, 2002, 2009), Manguel (1997), Orlandi (2012); and in the Brazilian education history field, we highlight Schwarcz (2002), Villalta (1997), Azevedo (1996), Faria Filho (2000), among others. Regarding the theoretical constructs on language, we have adopted the sociointeractionist perspectives of Bakhtin (2003, 2004), Vygotsky (2000, 2007), as well as Lévy’s conceptions of intelligence technology (1993, 1999, 2013) in the computing filed. As regards discussions on technology and teaching, digital literacy and multiliteracies, we highlight the studies made by Kenski (2012), Dias (2010, 2012), Rojo (2012, 2013), Soares (1999, 2002, 2011), among others. The methodology we have adopted is qualitative research in the type of action-research based on Serrano (1998), Moreira e Caleffe (2008), Esteban (2010), who characterized this method as interpretation of educational everyday routine through intervention in action-reflection-action. The context we have observed is a state public high school in the suburb of Goiânia-GO and the research participants are students of a 2nd year class of the morning shift together with the collaborator teacher and the researcher teacher. The research instruments we have used are interactive observation, questionnaire, interview, audio recording, and documentary collection. The results point out that there has been effectuation of individual and collective autonomy in knowledge production through collaboration and co-participation in multiple reading and writing tasks subsidized by Webquest and Facebook digital tools. |
id |
UFG-2_9c9085d4bcb18fafe26305a36ca69eb4 |
---|---|
oai_identifier_str |
oai:repositorio.bc.ufg.br:tede/5565 |
network_acronym_str |
UFG-2 |
network_name_str |
Repositório Institucional da UFG |
repository_id_str |
|
spelling |
Figueiredo, Carla Janaínahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4738867Z1Reis, Sandrelli Passos dos2016-05-16T10:43:30Z2015-05-22REIS, S. P. Letramento digital no ensino médio:conexões entre tecnologia e aprendizagem colaborativa nos processos de leitura e de escrita em língua portuguesa. 2015. 219 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2015.http://repositorio.bc.ufg.br/tede/handle/tede/5565This study aims at describing interaction events during elaboration and deployment of activities which took place in Portuguese lessons in a 2nd year class of a public state High School in Goiânia-Goiás. The paper points out resignification of digital literacy practices, participants’ mindset changes, and students’ evaluation of achieved results through hypertext reading and writing work hosted in the computer screen and Web 2.0. In the theoretical background related to reading historicity and their relations to writing, we highlight Chartier (1994, 1998, 2002, 2009), Manguel (1997), Orlandi (2012); and in the Brazilian education history field, we highlight Schwarcz (2002), Villalta (1997), Azevedo (1996), Faria Filho (2000), among others. Regarding the theoretical constructs on language, we have adopted the sociointeractionist perspectives of Bakhtin (2003, 2004), Vygotsky (2000, 2007), as well as Lévy’s conceptions of intelligence technology (1993, 1999, 2013) in the computing filed. As regards discussions on technology and teaching, digital literacy and multiliteracies, we highlight the studies made by Kenski (2012), Dias (2010, 2012), Rojo (2012, 2013), Soares (1999, 2002, 2011), among others. The methodology we have adopted is qualitative research in the type of action-research based on Serrano (1998), Moreira e Caleffe (2008), Esteban (2010), who characterized this method as interpretation of educational everyday routine through intervention in action-reflection-action. The context we have observed is a state public high school in the suburb of Goiânia-GO and the research participants are students of a 2nd year class of the morning shift together with the collaborator teacher and the researcher teacher. The research instruments we have used are interactive observation, questionnaire, interview, audio recording, and documentary collection. The results point out that there has been effectuation of individual and collective autonomy in knowledge production through collaboration and co-participation in multiple reading and writing tasks subsidized by Webquest and Facebook digital tools.Este estudo tem como principal objetivo fazer uma descrição dos eventos de interação durante a elaboração e desdobramento das atividades realizadas nas aulas de Língua Portuguesa em uma turma do 2º ano do ensino médio da rede pública estadual de Goiânia – Goiás. O trabalho aponta para a ressignificação das práticas de letramento digital, a mudanças de mentalidade dos participantes da aula e a avaliação que fizeram dos resultados alcançados pelo trabalho de leitura e de escrita do hipertexto abrigado na tela do computador e na Web 2.0. Como fundamentação teórica relacionada à historicidade da leitura e suas relações com a escrita, destacamos Chartier (1994, 1998, 2002, 2009), Manguel (1997), Orlandi (2012) e no campo da história da educação brasileira, Schwarcz (2002), Villalta (1997), Azevedo (1996), Faria Filho (2000) entre outros. Quanto aos construtos teóricos sobre língua(gem) adotamos as perspectivas sociointeracionistas de Bakhtin (2003, 2004), de Vigotski (2000, 2007), bem como as concepções de tecnologia da inteligência de Lévy (1993, 1999, 2013) do campo da informática. No que se refere às discussões sobre tecnologia e ensino, letramento digital e multiletramentos enfatizamos os estudos feitos por Kenski (2012), Dias (2010, 2012), Rojo (2012, 2013), Soares (1999, 2002, 2011) entre outros. A metodologia adotada é a pesquisa qualitativa aos moldes da pesquisa-ação com base em Serrano (1998), Moreira e Caleffe (2008), Esteban (2010) que caracterizam esse método como a interpretação do cotidiano educacional por uma intervenção pela ação-reflexão-ação. O contexto investigado é um colégio estadual de ensino médio da rede pública da periferia de Goiânia-GO, e os participantes da pesquisa são alunos de uma turma do 2º ano do Ensino Médio do turno matutino, juntamente com a professora colaboradora e a professora pesquisadora. Os instrumentos de pesquisa utilizados são observação participante, questionário, entrevista, gravação em áudio e coleta documental. Os resultados nos apontam que houve a efetivação da autonomia individual e coletiva dos alunos na produção do conhecimento pela colaboração e coparticipação em tarefas múltiplas de leitura e de escrita subsidiadas pelas ferramentas digitais Webquest e Facebook.Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-05-12T18:34:33Z No. of bitstreams: 2 Dissertação - Sandrelli Passos dos Reis - 2015.pdf: 6964679 bytes, checksum: 5479cbdeb3e1b04bac01ac5fc7e00130 (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5)Rejected by Luciana Ferreira (lucgeral@gmail.com), reason: Inserir o CD on 2016-05-13T11:29:34Z (GMT)Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-05-13T16:59:09Z No. of bitstreams: 3 license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) Dissertação - Sandrelli Passos dos Reis - 2015.pdf: 6964679 bytes, checksum: 5479cbdeb3e1b04bac01ac5fc7e00130 (MD5) Dissertação - Sandrelli Passos dos Reis - 2015 - Parte 2.pdf: 6291622 bytes, checksum: 1c8dfd8850e4dfece37e0542f0912fde (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-05-16T10:43:30Z (GMT) No. of bitstreams: 3 license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) Dissertação - Sandrelli Passos dos Reis - 2015.pdf: 6964679 bytes, checksum: 5479cbdeb3e1b04bac01ac5fc7e00130 (MD5) Dissertação - Sandrelli Passos dos Reis - 2015 - Parte 2.pdf: 6291622 bytes, checksum: 1c8dfd8850e4dfece37e0542f0912fde (MD5)Made available in DSpace on 2016-05-16T10:43:30Z (GMT). No. of bitstreams: 3 license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) Dissertação - Sandrelli Passos dos Reis - 2015.pdf: 6964679 bytes, checksum: 5479cbdeb3e1b04bac01ac5fc7e00130 (MD5) Dissertação - Sandrelli Passos dos Reis - 2015 - Parte 2.pdf: 6291622 bytes, checksum: 1c8dfd8850e4dfece37e0542f0912fde (MD5) Previous issue date: 2015-05-22application/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Letras e Linguística (FL)UFGBrasilFaculdade de Letras - FL (RG)http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessLetramento digitalEnsino de portuguêsColaboraçãoTecnologiasLINGUISTICA, LETRAS E ARTES::LINGUISTICALetramento digital no ensino médio:conexões entre tecnologia e aprendizagem colaborativa nos processos de leitura e de escrita em língua portuguesaDigital literacy in high school: connections between technology and collaborative learning in reading and writing processes in portugueseinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1403758209736362229600600600-54178507046780729887955259954785510783reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGORIGINALDissertação - Sandrelli Passos dos Reis - 2015.pdfDissertação - Sandrelli Passos dos Reis - 2015.pdfapplication/pdf6964679http://repositorio.bc.ufg.br/tede/bitstreams/13417727-f9e4-4f1b-8cc1-495840b5fce1/download5479cbdeb3e1b04bac01ac5fc7e00130MD55Dissertação - Sandrelli Passos dos Reis - 2015 - Parte 2.pdfDissertação - Sandrelli Passos dos Reis - 2015 - Parte 2.pdfapplication/pdf6291622http://repositorio.bc.ufg.br/tede/bitstreams/8aff834b-923d-4593-a03f-1675339dc5d6/download1c8dfd8850e4dfece37e0542f0912fdeMD510LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://repositorio.bc.ufg.br/tede/bitstreams/bd1adac0-8573-4583-9150-75d2bacae707/downloadbd3efa91386c1718a7f26a329fdcb468MD56CC-LICENSElicense_urllicense_urltext/plain; charset=utf-843http://repositorio.bc.ufg.br/tede/bitstreams/0aa9a96f-9d62-4af8-88c3-0c88573c7ddc/download321f3992dd3875151d8801b773ab32edMD57license_textlicense_texttext/html; charset=utf-821818http://repositorio.bc.ufg.br/tede/bitstreams/ba0dea73-368f-47d1-be4e-491346b9faaf/downloadb19767193fa05eb8852808b812c188a0MD58license_rdflicense_rdfapplication/rdf+xml; charset=utf-819874http://repositorio.bc.ufg.br/tede/bitstreams/8d215522-9c6b-46f9-a798-fe77f9e7ac5b/download38cb62ef53e6f513db2fb7e337df6485MD59tede/55652016-05-16 07:43:31.197http://creativecommons.org/licenses/by/4.0/Acesso Abertoopen.accessoai:repositorio.bc.ufg.br:tede/5565http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2016-05-16T10:43:31Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.por.fl_str_mv |
Letramento digital no ensino médio:conexões entre tecnologia e aprendizagem colaborativa nos processos de leitura e de escrita em língua portuguesa |
dc.title.alternative.eng.fl_str_mv |
Digital literacy in high school: connections between technology and collaborative learning in reading and writing processes in portuguese |
title |
Letramento digital no ensino médio:conexões entre tecnologia e aprendizagem colaborativa nos processos de leitura e de escrita em língua portuguesa |
spellingShingle |
Letramento digital no ensino médio:conexões entre tecnologia e aprendizagem colaborativa nos processos de leitura e de escrita em língua portuguesa Reis, Sandrelli Passos dos Letramento digital Ensino de português Colaboração Tecnologias LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Letramento digital no ensino médio:conexões entre tecnologia e aprendizagem colaborativa nos processos de leitura e de escrita em língua portuguesa |
title_full |
Letramento digital no ensino médio:conexões entre tecnologia e aprendizagem colaborativa nos processos de leitura e de escrita em língua portuguesa |
title_fullStr |
Letramento digital no ensino médio:conexões entre tecnologia e aprendizagem colaborativa nos processos de leitura e de escrita em língua portuguesa |
title_full_unstemmed |
Letramento digital no ensino médio:conexões entre tecnologia e aprendizagem colaborativa nos processos de leitura e de escrita em língua portuguesa |
title_sort |
Letramento digital no ensino médio:conexões entre tecnologia e aprendizagem colaborativa nos processos de leitura e de escrita em língua portuguesa |
author |
Reis, Sandrelli Passos dos |
author_facet |
Reis, Sandrelli Passos dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Figueiredo, Carla Janaína |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4738867Z1 |
dc.contributor.author.fl_str_mv |
Reis, Sandrelli Passos dos |
contributor_str_mv |
Figueiredo, Carla Janaína |
dc.subject.por.fl_str_mv |
Letramento digital Ensino de português Colaboração Tecnologias |
topic |
Letramento digital Ensino de português Colaboração Tecnologias LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
This study aims at describing interaction events during elaboration and deployment of activities which took place in Portuguese lessons in a 2nd year class of a public state High School in Goiânia-Goiás. The paper points out resignification of digital literacy practices, participants’ mindset changes, and students’ evaluation of achieved results through hypertext reading and writing work hosted in the computer screen and Web 2.0. In the theoretical background related to reading historicity and their relations to writing, we highlight Chartier (1994, 1998, 2002, 2009), Manguel (1997), Orlandi (2012); and in the Brazilian education history field, we highlight Schwarcz (2002), Villalta (1997), Azevedo (1996), Faria Filho (2000), among others. Regarding the theoretical constructs on language, we have adopted the sociointeractionist perspectives of Bakhtin (2003, 2004), Vygotsky (2000, 2007), as well as Lévy’s conceptions of intelligence technology (1993, 1999, 2013) in the computing filed. As regards discussions on technology and teaching, digital literacy and multiliteracies, we highlight the studies made by Kenski (2012), Dias (2010, 2012), Rojo (2012, 2013), Soares (1999, 2002, 2011), among others. The methodology we have adopted is qualitative research in the type of action-research based on Serrano (1998), Moreira e Caleffe (2008), Esteban (2010), who characterized this method as interpretation of educational everyday routine through intervention in action-reflection-action. The context we have observed is a state public high school in the suburb of Goiânia-GO and the research participants are students of a 2nd year class of the morning shift together with the collaborator teacher and the researcher teacher. The research instruments we have used are interactive observation, questionnaire, interview, audio recording, and documentary collection. The results point out that there has been effectuation of individual and collective autonomy in knowledge production through collaboration and co-participation in multiple reading and writing tasks subsidized by Webquest and Facebook digital tools. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-05-22 |
dc.date.accessioned.fl_str_mv |
2016-05-16T10:43:30Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
REIS, S. P. Letramento digital no ensino médio:conexões entre tecnologia e aprendizagem colaborativa nos processos de leitura e de escrita em língua portuguesa. 2015. 219 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2015. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/5565 |
identifier_str_mv |
REIS, S. P. Letramento digital no ensino médio:conexões entre tecnologia e aprendizagem colaborativa nos processos de leitura e de escrita em língua portuguesa. 2015. 219 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2015. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/5565 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-1403758209736362229 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
-5417850704678072988 |
dc.relation.cnpq.fl_str_mv |
7955259954785510783 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Letras e Linguística (FL) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Letras - FL (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Repositório Institucional da UFG |
collection |
Repositório Institucional da UFG |
bitstream.url.fl_str_mv |
http://repositorio.bc.ufg.br/tede/bitstreams/13417727-f9e4-4f1b-8cc1-495840b5fce1/download http://repositorio.bc.ufg.br/tede/bitstreams/8aff834b-923d-4593-a03f-1675339dc5d6/download http://repositorio.bc.ufg.br/tede/bitstreams/bd1adac0-8573-4583-9150-75d2bacae707/download http://repositorio.bc.ufg.br/tede/bitstreams/0aa9a96f-9d62-4af8-88c3-0c88573c7ddc/download http://repositorio.bc.ufg.br/tede/bitstreams/ba0dea73-368f-47d1-be4e-491346b9faaf/download http://repositorio.bc.ufg.br/tede/bitstreams/8d215522-9c6b-46f9-a798-fe77f9e7ac5b/download |
bitstream.checksum.fl_str_mv |
5479cbdeb3e1b04bac01ac5fc7e00130 1c8dfd8850e4dfece37e0542f0912fde bd3efa91386c1718a7f26a329fdcb468 321f3992dd3875151d8801b773ab32ed b19767193fa05eb8852808b812c188a0 38cb62ef53e6f513db2fb7e337df6485 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
_version_ |
1793965460817969152 |