ENSINO MÉDIO, LÍNGUA PORTUGUESA E PORTAL EDUCACIONAL: percepções emergentes das narrativas de alunos inseridos em práticas de letramento digital

Detalhes bibliográficos
Autor(a) principal: Perico, Lucivânia Antônia da Silva
Data de Publicação: 2015
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da METODISTA
Texto Completo: http://tede.metodista.br/jspui/handle/tede/1035
Resumo: Contemporary education is included in a context of fast and dynamic social and cultural changes, especially with the advancement and incorporation of Digital Information and Communication Technologies (DICT) in daily life. In the Information Society, the Age of Knowledge, we must go beyond the ability to read, write and type. Schools, in turn, slowly try to adapt themselves to the demands of the digital world in which their agents are included. The high school, that is the focus of concern and reflection by all those involved in the educational process of this kind, tries to achieve its proposed comprehensive education for young people in order to prepare them to get a job and exercise their citizenship. For the Portuguese discipline, it was reserved the mission of combining the teaching of the standard portuguese rules with discursive genres in order to promote digital inclusion of students in different circumstances of literacy that they are submitted. In this context, this work investigated: What perceptions of training processes emerge when students reflect on pedagogical practices and experiences in Portuguese classes in activities mediated by educational portal? The overall objective of the research is to provoke the reflection of teachers, so they rethink their teaching practices and their role in the educational process in order to promote a more consistent educational experience with the reality of the students. The adopted methodology was the qualitative research of investigative nature, in narrative form, based on the work presented by Clandinin and Connelly (2011). Because of the inclusion in the scenario and affective ties to the participants, the challenge of developing an action research was assumed, thus, the adopted investigative tools were: semi-structured interview, logbook, activities in the portal, informal conversations and field notebook. The analysis of the data allowed the elaboration of eight categories of analysis, emerging from the narratives of the participants: interaction and communication; enlarged classroom; management of learning; the record of oneself and others; collaborative and transformative learning; promotion of research; self-study; and challenges. The results achieved indicated reflections that do not end in the pages of this work. Among them it is possible to highlight: the importance of listening to the student in order to improve and review the pedagogical proposals; the test, in daily practice, is essential, it is the search of something beyond the traditional in favor of a defined learning objective; the desire of learning can arouse in the students the interest in knowledge, making them more autonomous in their choices and paths; the DICT can assist in the process of teaching and learning, but require involvement of the subjects, because they, as instruments, do not constitute knowledge, are the agents, by the use of the DICT, that get the best of their potential. Future work may continue this study and bring great additions to contemplate the influences of the use of DICT daily at school, which will certainly be of great contribution to the current scenario of Brazilian education.
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spelling Azevedo, Adriana Barroso deCPF:93026555562http://lattes.cnpq.br/7272976836026061Bahia, Norines PanicacciCPF:49852963032http://lattes.cnpq.br/5881924827893022Tarcia, Rita Maria de LinoCPF:22223335554CPF:31293788805Perico, Lucivânia Antônia da Silva2016-08-03T16:15:48Z2015-06-112015-02-26PERICO, Lucivânia Antônia da Silva. High school, portuguese discipline and educational portal: emerging perceptions of the students - narratives included in digital literacy practices. 2015. 228 f. Dissertação (Mestrado em Educação) - Universidade Metodista de São Paulo, São Bernardo do Campo, 2015.http://tede.metodista.br/jspui/handle/tede/1035Contemporary education is included in a context of fast and dynamic social and cultural changes, especially with the advancement and incorporation of Digital Information and Communication Technologies (DICT) in daily life. In the Information Society, the Age of Knowledge, we must go beyond the ability to read, write and type. Schools, in turn, slowly try to adapt themselves to the demands of the digital world in which their agents are included. The high school, that is the focus of concern and reflection by all those involved in the educational process of this kind, tries to achieve its proposed comprehensive education for young people in order to prepare them to get a job and exercise their citizenship. For the Portuguese discipline, it was reserved the mission of combining the teaching of the standard portuguese rules with discursive genres in order to promote digital inclusion of students in different circumstances of literacy that they are submitted. In this context, this work investigated: What perceptions of training processes emerge when students reflect on pedagogical practices and experiences in Portuguese classes in activities mediated by educational portal? The overall objective of the research is to provoke the reflection of teachers, so they rethink their teaching practices and their role in the educational process in order to promote a more consistent educational experience with the reality of the students. The adopted methodology was the qualitative research of investigative nature, in narrative form, based on the work presented by Clandinin and Connelly (2011). Because of the inclusion in the scenario and affective ties to the participants, the challenge of developing an action research was assumed, thus, the adopted investigative tools were: semi-structured interview, logbook, activities in the portal, informal conversations and field notebook. The analysis of the data allowed the elaboration of eight categories of analysis, emerging from the narratives of the participants: interaction and communication; enlarged classroom; management of learning; the record of oneself and others; collaborative and transformative learning; promotion of research; self-study; and challenges. The results achieved indicated reflections that do not end in the pages of this work. Among them it is possible to highlight: the importance of listening to the student in order to improve and review the pedagogical proposals; the test, in daily practice, is essential, it is the search of something beyond the traditional in favor of a defined learning objective; the desire of learning can arouse in the students the interest in knowledge, making them more autonomous in their choices and paths; the DICT can assist in the process of teaching and learning, but require involvement of the subjects, because they, as instruments, do not constitute knowledge, are the agents, by the use of the DICT, that get the best of their potential. Future work may continue this study and bring great additions to contemplate the influences of the use of DICT daily at school, which will certainly be of great contribution to the current scenario of Brazilian education.A educação contemporânea está inserida num contexto de velozes e dinâmicas transformações sociais e culturais, principalmente com o avanço e incorporação das Tecnologias Digitais de Informação e Comunicação (TDIC) no cotidiano das pessoas. Na Sociedade da Informação, na Era do Conhecimento, é preciso ir além do saber ler, escrever e digitar. A escola, por sua vez, de maneira ainda morosa, busca adequar-se às exigências do universo digital do qual participam seus agentes. O Ensino Médio, foco de preocupação e reflexão por todos os envolvidos no processo educativo dessa modalidade, tenta alcançar sua proposta de formação integral dos jovens para o exercício do trabalho e da cidadania. À disciplina Língua Portuguesa reserva-se a missão de conciliar o ensino da norma-culta com os gêneros discursivos de tal forma a promover a inclusão digital dos alunos nas diversas circunstâncias de letramento às quais são submetidos. Nesse âmbito, este trabalho investigou: Que percepções dos processos formativos emergem quando os alunos refletem acerca das práticas pedagógicas e das vivências nas aulas de Língua Portuguesa em atividades mediadas por portal educacional? O objetivo geral da pesquisa é provocar a reflexão nos professores, de tal forma que repensem suas práticas pedagógicas e seu papel no processo educativo a fim de promover uma experiência educativa mais condizente com a realidade dos alunos. A metodologia adotada foi a pesquisa qualitativa de cunho investigativo, na modalidade narrativa, sob a luz de Clandinin e Connelly (2011). Pela inserção no cenário e proximidade afetiva com os participantes, assumiu-se o desafio de desenvolver uma pesquisa-ação, para isso, os instrumentos investigativos adotados foram: entrevista semiestruturada, diário de bordo, atividades realizadas no portal, conversas informais e caderno de campo. A análise dos dados permitiu a elaboração de oito categorias de análise, emergentes das narrativas dos participantes: interação e comunicação; sala de aula ampliada; gestão da aprendizagem; o registro de si e do outro; aprendizagem colaborativa e transformadora; incentivo à pesquisa; estudo autônomo; e, desafios. Os resultados alcançados apontaram para reflexões que não se encerram nas páginas deste trabalho, dentre elas destacam-se: a importância de ouvir o aluno para que as propostas pedagógicas sejam revistas e melhoradas; o testar, nas práticas diárias, é fundamental, é o buscar algo além do tradicional, em prol de um objetivo de aprendizagem definido; o desejo de aprender pode despertar no aluno o interesse pelo conhecimento, tornando-o mais autônomo em suas escolhas e caminhos; as TDIC podem colaborar com o processo de ensino e de aprendizagem, porém exigem envolvimento dos sujeitos, pois elas, enquanto instrumentos, não configuram o conhecimento, são os agentes que ao apropriar-se delas têm condições de obter o melhor de suas potencialidades. Futuros trabalhos poderão dar continuidade a este estudo e trazer grandes acréscimos ao contemplar as influências do uso das TDIC no cotidiano da escola, o que, certamente, será de grande contribuição para o cenário atual da Educação brasileira.Made available in DSpace on 2016-08-03T16:15:48Z (GMT). No. of bitstreams: 1 Lucivania Antonia da Silva Perico.pdf: 2286443 bytes, checksum: f980bf1b1b517a765d3d96ce633cb052 (MD5) Previous issue date: 2015-02-26Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede.metodista.br/jspui/retrieve/2611/Lucivania%20Antonia%20da%20Silva%20Perico.pdf.jpgporUniversidade Metodista de São PauloPÓS GRADUAÇÃO EM EDUCAÇÃOUMESPBREducaçãoTecnologias Digitais de Informação e ComunicaçãoLetramento DigitalPortal EducacionalDigital Information and Communication TechnologiesDigital LiteracyEducational PortalCNPQ::CIENCIAS HUMANAS::EDUCACAOENSINO MÉDIO, LÍNGUA PORTUGUESA E PORTAL EDUCACIONAL: percepções emergentes das narrativas de alunos inseridos em práticas de letramento digitalHigh school, portuguese discipline and educational portal: emerging perceptions of the students - narratives included in digital literacy practicesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da METODISTAinstname:Universidade Metodista de São Paulo (METODISTA)instacron:METODISTATHUMBNAILLucivania Antonia da Silva Perico.pdf.jpgLucivania Antonia da Silva Perico.pdf.jpgimage/jpeg1943http://tede.metodista.br/jspui/bitstream/tede/1035/2/Lucivania+Antonia+da+Silva+Perico.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52ORIGINALLucivania Antonia da Silva Perico.pdfapplication/pdf2286443http://tede.metodista.br/jspui/bitstream/tede/1035/1/Lucivania+Antonia+da+Silva+Perico.pdff980bf1b1b517a765d3d96ce633cb052MD51tede/10352016-08-03 15:10:18.488oai:tahbit.umesp.edu.dti:tede/1035Biblioteca Digital de Teses e Dissertaçõeshttp://tede.metodista.br/jspui/http://tede.metodista.br/oai/requestbiblioteca@metodista.br||erick.roberto@metodista.bropendoar:2016-08-03T18:10:18Biblioteca Digital de Teses e Dissertações da METODISTA - Universidade Metodista de São Paulo (METODISTA)false
dc.title.por.fl_str_mv ENSINO MÉDIO, LÍNGUA PORTUGUESA E PORTAL EDUCACIONAL: percepções emergentes das narrativas de alunos inseridos em práticas de letramento digital
dc.title.alternative.eng.fl_str_mv High school, portuguese discipline and educational portal: emerging perceptions of the students - narratives included in digital literacy practices
title ENSINO MÉDIO, LÍNGUA PORTUGUESA E PORTAL EDUCACIONAL: percepções emergentes das narrativas de alunos inseridos em práticas de letramento digital
spellingShingle ENSINO MÉDIO, LÍNGUA PORTUGUESA E PORTAL EDUCACIONAL: percepções emergentes das narrativas de alunos inseridos em práticas de letramento digital
Perico, Lucivânia Antônia da Silva
Tecnologias Digitais de Informação e Comunicação
Letramento Digital
Portal Educacional
Digital Information and Communication Technologies
Digital Literacy
Educational Portal
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short ENSINO MÉDIO, LÍNGUA PORTUGUESA E PORTAL EDUCACIONAL: percepções emergentes das narrativas de alunos inseridos em práticas de letramento digital
title_full ENSINO MÉDIO, LÍNGUA PORTUGUESA E PORTAL EDUCACIONAL: percepções emergentes das narrativas de alunos inseridos em práticas de letramento digital
title_fullStr ENSINO MÉDIO, LÍNGUA PORTUGUESA E PORTAL EDUCACIONAL: percepções emergentes das narrativas de alunos inseridos em práticas de letramento digital
title_full_unstemmed ENSINO MÉDIO, LÍNGUA PORTUGUESA E PORTAL EDUCACIONAL: percepções emergentes das narrativas de alunos inseridos em práticas de letramento digital
title_sort ENSINO MÉDIO, LÍNGUA PORTUGUESA E PORTAL EDUCACIONAL: percepções emergentes das narrativas de alunos inseridos em práticas de letramento digital
author Perico, Lucivânia Antônia da Silva
author_facet Perico, Lucivânia Antônia da Silva
author_role author
dc.contributor.advisor1.fl_str_mv Azevedo, Adriana Barroso de
dc.contributor.advisor1ID.fl_str_mv CPF:93026555562
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/7272976836026061
dc.contributor.referee1.fl_str_mv Bahia, Norines Panicacci
dc.contributor.referee1ID.fl_str_mv CPF:49852963032
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/5881924827893022
dc.contributor.referee2.fl_str_mv Tarcia, Rita Maria de Lino
dc.contributor.referee2ID.fl_str_mv CPF:22223335554
dc.contributor.authorID.fl_str_mv CPF:31293788805
dc.contributor.author.fl_str_mv Perico, Lucivânia Antônia da Silva
contributor_str_mv Azevedo, Adriana Barroso de
Bahia, Norines Panicacci
Tarcia, Rita Maria de Lino
dc.subject.por.fl_str_mv Tecnologias Digitais de Informação e Comunicação
Letramento Digital
Portal Educacional
topic Tecnologias Digitais de Informação e Comunicação
Letramento Digital
Portal Educacional
Digital Information and Communication Technologies
Digital Literacy
Educational Portal
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Digital Information and Communication Technologies
Digital Literacy
Educational Portal
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description Contemporary education is included in a context of fast and dynamic social and cultural changes, especially with the advancement and incorporation of Digital Information and Communication Technologies (DICT) in daily life. In the Information Society, the Age of Knowledge, we must go beyond the ability to read, write and type. Schools, in turn, slowly try to adapt themselves to the demands of the digital world in which their agents are included. The high school, that is the focus of concern and reflection by all those involved in the educational process of this kind, tries to achieve its proposed comprehensive education for young people in order to prepare them to get a job and exercise their citizenship. For the Portuguese discipline, it was reserved the mission of combining the teaching of the standard portuguese rules with discursive genres in order to promote digital inclusion of students in different circumstances of literacy that they are submitted. In this context, this work investigated: What perceptions of training processes emerge when students reflect on pedagogical practices and experiences in Portuguese classes in activities mediated by educational portal? The overall objective of the research is to provoke the reflection of teachers, so they rethink their teaching practices and their role in the educational process in order to promote a more consistent educational experience with the reality of the students. The adopted methodology was the qualitative research of investigative nature, in narrative form, based on the work presented by Clandinin and Connelly (2011). Because of the inclusion in the scenario and affective ties to the participants, the challenge of developing an action research was assumed, thus, the adopted investigative tools were: semi-structured interview, logbook, activities in the portal, informal conversations and field notebook. The analysis of the data allowed the elaboration of eight categories of analysis, emerging from the narratives of the participants: interaction and communication; enlarged classroom; management of learning; the record of oneself and others; collaborative and transformative learning; promotion of research; self-study; and challenges. The results achieved indicated reflections that do not end in the pages of this work. Among them it is possible to highlight: the importance of listening to the student in order to improve and review the pedagogical proposals; the test, in daily practice, is essential, it is the search of something beyond the traditional in favor of a defined learning objective; the desire of learning can arouse in the students the interest in knowledge, making them more autonomous in their choices and paths; the DICT can assist in the process of teaching and learning, but require involvement of the subjects, because they, as instruments, do not constitute knowledge, are the agents, by the use of the DICT, that get the best of their potential. Future work may continue this study and bring great additions to contemplate the influences of the use of DICT daily at school, which will certainly be of great contribution to the current scenario of Brazilian education.
publishDate 2015
dc.date.available.fl_str_mv 2015-06-11
dc.date.issued.fl_str_mv 2015-02-26
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dc.identifier.uri.fl_str_mv http://tede.metodista.br/jspui/handle/tede/1035
identifier_str_mv PERICO, Lucivânia Antônia da Silva. High school, portuguese discipline and educational portal: emerging perceptions of the students - narratives included in digital literacy practices. 2015. 228 f. Dissertação (Mestrado em Educação) - Universidade Metodista de São Paulo, São Bernardo do Campo, 2015.
url http://tede.metodista.br/jspui/handle/tede/1035
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