NOVAS VEREDAS PARA A FORMAÇÃO DO PROFESSOR: LER PARA APRENDER A PESQUISAR
Autor(a) principal: | |
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Data de Publicação: | 2018 |
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/1815 |
Resumo: | The intensive use of the Internet in Brazilian society raised transformations in the communicative behaviors, expanded access to information and brought into the current scenario discussions about the new reading and writing practices. Readings for research purpose, previously restricted to printed sources, has diversified with the electronic digital devices, contributing to the knowledge access. It is in this context that this study emerges, which objectives include: the reflection around the knowledge needed by the teacher to use the technologies in the literacy process; the analysis and comparison of the procedures used by the students to read for search on the Internet and printed sources and the observation of the exploratory reading of the texts before deciding what read and query. This qualitative research involves five educators and six students from the 4th year of the Interdisciplinary Cycle of Elementary School in a public school of the city's municipal of São Paulo. For data collection, the professionals were submitted to interviews, answered a questionnaire to build a profile and observed the classes at the computer lab of the school. In addition, students were interviewed and conducted to read activities on the Internet, and then in books and magazines in order to map their reading procedures, digging the challenges they face to read for research, and evaluate if the interest in the technologies influences in the way they interact with research in the digital environment. To provide a theoretical basis for this research, we have used the studies by Chartier (1998); Coscarelli (2016); Chartier (1998); Ferreiro and Teberosky (1991); Ferreiro (2001, 2002 and 2013); Gatti and Nunes (2009); Gatti (2010, 2014a and 2014b); Imbernón (2006); Kleiman (1998, 2001 and 2018); Lerner (2002); Nóvoa (2009); Perelman (2011); Goldin, Kriscautzky and Perelman (2012); Pischetola (2016); Rojo (2009), Rojo and Barbosa (2017); Rojo and Moura (2016); and Xavier (2015 and 2016). Data analysis reveals that the problems faced by students in reading in the digital environment are similar to those they encounter in books and magazines. They do not use suitable criteria to select sources; they find difficult to understand the texts and to seek the desired information. They also do not use the exploratory reading to consider what to read or consult, and they carry out to the full reading of all the inquired results. However, the domain of the technical mechanisms, the expedite and the facility to obtain the information, as well as the seduction by the multimodal texts interfere in a positive relationship with the activity to search for information on the Internet. |
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Bahia , Norinês PanicacciFurlin, MarceloRosalen , Marilena Aparecida de SouzaCampos , Elisabete Ferreira EstevesCORREA, ROSANEA MARIA MAZZINI2019-01-30T17:11:45Z2018-08-22CORREA, ROSANEA MARIA MAZZINI. NOVAS VEREDAS PARA A FORMAÇÃO DO PROFESSOR: LER PARA APRENDER A PESQUISAR. 2018. 208 folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, São Bernardo do Campo, 2018.http://tede.metodista.br/jspui/handle/tede/1815The intensive use of the Internet in Brazilian society raised transformations in the communicative behaviors, expanded access to information and brought into the current scenario discussions about the new reading and writing practices. Readings for research purpose, previously restricted to printed sources, has diversified with the electronic digital devices, contributing to the knowledge access. It is in this context that this study emerges, which objectives include: the reflection around the knowledge needed by the teacher to use the technologies in the literacy process; the analysis and comparison of the procedures used by the students to read for search on the Internet and printed sources and the observation of the exploratory reading of the texts before deciding what read and query. This qualitative research involves five educators and six students from the 4th year of the Interdisciplinary Cycle of Elementary School in a public school of the city's municipal of São Paulo. For data collection, the professionals were submitted to interviews, answered a questionnaire to build a profile and observed the classes at the computer lab of the school. In addition, students were interviewed and conducted to read activities on the Internet, and then in books and magazines in order to map their reading procedures, digging the challenges they face to read for research, and evaluate if the interest in the technologies influences in the way they interact with research in the digital environment. To provide a theoretical basis for this research, we have used the studies by Chartier (1998); Coscarelli (2016); Chartier (1998); Ferreiro and Teberosky (1991); Ferreiro (2001, 2002 and 2013); Gatti and Nunes (2009); Gatti (2010, 2014a and 2014b); Imbernón (2006); Kleiman (1998, 2001 and 2018); Lerner (2002); Nóvoa (2009); Perelman (2011); Goldin, Kriscautzky and Perelman (2012); Pischetola (2016); Rojo (2009), Rojo and Barbosa (2017); Rojo and Moura (2016); and Xavier (2015 and 2016). Data analysis reveals that the problems faced by students in reading in the digital environment are similar to those they encounter in books and magazines. They do not use suitable criteria to select sources; they find difficult to understand the texts and to seek the desired information. They also do not use the exploratory reading to consider what to read or consult, and they carry out to the full reading of all the inquired results. However, the domain of the technical mechanisms, the expedite and the facility to obtain the information, as well as the seduction by the multimodal texts interfere in a positive relationship with the activity to search for information on the Internet.O uso intenso da Internet na sociedade provocou transformações nos comportamentos comunicativos, ampliou o acesso à informação e trouxe para o cenário atual discussões em torno das novas práticas de leitura e escrita. A leitura para pesquisa, antes restrita às fontes impressas, diversificou-se com os dispositivos digitais eletrônicos, contribuindo para o acesso ao conhecimento. É nesse contexto que emerge este estudo, cujos objetivos incluem refletir sobre os saberes necessários ao professor para utilizar as tecnologias no processo de alfabetização; analisar e comparar os procedimentos utilizados pelos estudantes para ler para pesquisar na Internet e nas fontes impressas e observar se realizam a leitura exploratória dos textos, antes de tomarem decisões do que ler ou consultar. Trata-se de uma pesquisa de abordagem qualitativa, que envolve cinco educadores e seis alunos dos 4ºs anos do Ciclo Interdisciplinar do Ensino Fundamental de uma escola pública da rede municipal de São Paulo. Para viabilizar a coleta de dados, os profissionais foram submetidos a entrevistas, responderam a um questionário para o levantamento de perfil e foram observadas as aulas no laboratório de informática da escola. Igualmente, os alunos foram entrevistados e realizaram atividades de leitura na Internet e, na sequência, em livros e revistas, com o propósito de mapear seus procedimentos de leitura, investigar quais desafios enfrentam para ler para pesquisar, e se o interesse pelas tecnologias exerce influências na maneira como interagem com a pesquisa no ambiente digital. Para fundamentar teoricamente esta investigação recorreu-se, principalmente, aos estudos de Chartier (1998); Coscarelli (2016); Ferreiro e Teberosky (1991); Ferreiro (2001, 2002 e 2013); Gatti e Nunes (2009); Gatti (2010, 2014a e 2014b); Imbernón (2006); Kleiman (1998, 2001 e 2008); Lerner (2002); Nóvoa (2009); Perelman (2011); Goldin, Kriscautzky e Perelman (2012); Pischetola (2016); Rojo (2009); Rojo e Barbosa (2017); Rojo e Moura (2016); e Xavier (2015 e 2016). A análise dos dados revela que os problemas enfrentados pelos estudantes na leitura no meio digital são semelhantes aos que se defrontam na pesquisa nos livros e revistas. Verificou-se que os alunos não utilizam critérios adequados para selecionarem as fontes, encontram dificuldades para compreenderem os textos e buscarem as informações desejadas. Também não recorrem à leitura exploratória para tomarem decisões do que ler ou consultar e realizam a leitura integral de todos os textos consultados, porém, o domínio dos mecanismos técnicos, a rapidez e a facilidade para obterem a informação, assim como a sedução pelos textos multimodais interferem positivamente na relação que estabelecem com a busca de informações na Internet.Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2019-01-30T17:11:45Z No. of bitstreams: 1 Rosanea Maria Mazzini Correa.pdf: 3844043 bytes, checksum: 696a9c7dc2200aa4c754c9631dcce9c7 (MD5)Made available in DSpace on 2019-01-30T17:11:45Z (GMT). No. of bitstreams: 1 Rosanea Maria Mazzini Correa.pdf: 3844043 bytes, checksum: 696a9c7dc2200aa4c754c9631dcce9c7 (MD5) Previous issue date: 2018-08-22application/pdfporUniversidade Metodista de Sao PauloEducacaoIMSBrasilEducacao:Programa de Pos Graduacao em Educacao: Alfabetização. Leitura na tela do computador; Ler para aprender a pesquisar; Formação Profissional de ProfessoresLiteracy; Reading on the computer screen; Read to learn how to search; Teacher trainingCIENCIAS HUMANAS::EDUCACAONOVAS VEREDAS PARA A FORMAÇÃO DO PROFESSOR: LER PARA APRENDER A PESQUISARNEW PERSPECTIVES FOR TEACHER EDUCATION: READ TO LEARN HOW TO RESEARCHinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis3487103482605030416500500600-8275886333289955863-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da METODISTAinstname:Universidade Metodista de São Paulo (METODISTA)instacron:METODISTAORIGINALRosanea Maria Mazzini Correa.pdfRosanea Maria Mazzini Correa.pdfapplication/pdf3844043http://tede.metodista.br/jspui/bitstream/tede/1815/2/Rosanea+Maria+Mazzini+Correa.pdf696a9c7dc2200aa4c754c9631dcce9c7MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://tede.metodista.br/jspui/bitstream/tede/1815/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/18152019-01-30 15:11:45.52oai:tahbit.umesp.edu.dti:tede/1815Tk9UQTogQ09MT1FVRSBBUVVJIEEgU1VBIFBSw5NQUklBIExJQ0VOw4dBCkVzdGEgbGljZW7Dp2EgZGUgZXhlbXBsbyDDqSBmb3JuZWNpZGEgYXBlbmFzIHBhcmEgZmlucyBpbmZvcm1hdGl2b3MuCgpMSUNFTsOHQSBERSBESVNUUklCVUnDh8ODTyBOw4NPLUVYQ0xVU0lWQQoKQ29tIGEgYXByZXNlbnRhw6fDo28gZGVzdGEgbGljZW7Dp2EsIHZvY8OqIChvIGF1dG9yIChlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSDDoCBVbml2ZXJzaWRhZGUgClhYWCAoU2lnbGEgZGEgVW5pdmVyc2lkYWRlKSBvIGRpcmVpdG8gbsOjby1leGNsdXNpdm8gZGUgcmVwcm9kdXppciwgIHRyYWR1emlyIChjb25mb3JtZSBkZWZpbmlkbyBhYmFpeG8pLCBlL291IApkaXN0cmlidWlyIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyAoaW5jbHVpbmRvIG8gcmVzdW1vKSBwb3IgdG9kbyBvIG11bmRvIG5vIGZvcm1hdG8gaW1wcmVzc28gZSBlbGV0csO0bmljbyBlIAplbSBxdWFscXVlciBtZWlvLCBpbmNsdWluZG8gb3MgZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBhIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBwb2RlLCBzZW0gYWx0ZXJhciBvIGNvbnRlw7pkbywgdHJhbnNwb3IgYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIApwYXJhIHF1YWxxdWVyIG1laW8gb3UgZm9ybWF0byBwYXJhIGZpbnMgZGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIHRhbWLDqW0gY29uY29yZGEgcXVlIGEgU2lnbGEgZGUgVW5pdmVyc2lkYWRlIHBvZGUgbWFudGVyIG1haXMgZGUgdW1hIGPDs3BpYSBhIHN1YSB0ZXNlIG91IApkaXNzZXJ0YcOnw6NvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcyAKbmVzdGEgbGljZW7Dp2EuIFZvY8OqIHRhbWLDqW0gZGVjbGFyYSBxdWUgbyBkZXDDs3NpdG8gZGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBuw6NvLCBxdWUgc2VqYSBkZSBzZXUgCmNvbmhlY2ltZW50bywgaW5mcmluZ2UgZGlyZWl0b3MgYXV0b3JhaXMgZGUgbmluZ3XDqW0uCgpDYXNvIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiAKZGVjbGFyYSBxdWUgb2J0ZXZlIGEgcGVybWlzc8OjbyBpcnJlc3RyaXRhIGRvIGRldGVudG9yIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBwYXJhIGNvbmNlZGVyIMOgIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSAKb3MgZGlyZWl0b3MgYXByZXNlbnRhZG9zIG5lc3RhIGxpY2Vuw6dhLCBlIHF1ZSBlc3NlIG1hdGVyaWFsIGRlIHByb3ByaWVkYWRlIGRlIHRlcmNlaXJvcyBlc3TDoSBjbGFyYW1lbnRlIAppZGVudGlmaWNhZG8gZSByZWNvbmhlY2lkbyBubyB0ZXh0byBvdSBubyBjb250ZcO6ZG8gZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIG9yYSBkZXBvc2l0YWRhLgoKQ0FTTyBBIFRFU0UgT1UgRElTU0VSVEHDh8ODTyBPUkEgREVQT1NJVEFEQSBURU5IQSBTSURPIFJFU1VMVEFETyBERSBVTSBQQVRST0PDjU5JTyBPVSAKQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PIFFVRSBOw4NPIFNFSkEgQSBTSUdMQSBERSAKVU5JVkVSU0lEQURFLCBWT0PDiiBERUNMQVJBIFFVRSBSRVNQRUlUT1UgVE9ET1MgRSBRVUFJU1FVRVIgRElSRUlUT1MgREUgUkVWSVPDg08gQ09NTyAKVEFNQsOJTSBBUyBERU1BSVMgT0JSSUdBw4fDlUVTIEVYSUdJREFTIFBPUiBDT05UUkFUTyBPVSBBQ09SRE8uCgpBIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lIChzKSBvdSBvKHMpIG5vbWUocykgZG8ocykgCmRldGVudG9yKGVzKSBkb3MgZGlyZWl0b3MgYXV0b3JhaXMgZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzIApjb25jZWRpZGFzIHBvciBlc3RhIGxpY2Vuw6dhLgo=Biblioteca Digital de Teses e Dissertaçõeshttp://tede.metodista.br/jspui/http://tede.metodista.br/oai/requestbiblioteca@metodista.br||erick.roberto@metodista.bropendoar:2019-01-30T17:11:45Biblioteca Digital de Teses e Dissertações da METODISTA - Universidade Metodista de São Paulo (METODISTA)false |
dc.title.por.fl_str_mv |
NOVAS VEREDAS PARA A FORMAÇÃO DO PROFESSOR: LER PARA APRENDER A PESQUISAR |
dc.title.alternative.eng.fl_str_mv |
NEW PERSPECTIVES FOR TEACHER EDUCATION: READ TO LEARN HOW TO RESEARCH |
title |
NOVAS VEREDAS PARA A FORMAÇÃO DO PROFESSOR: LER PARA APRENDER A PESQUISAR |
spellingShingle |
NOVAS VEREDAS PARA A FORMAÇÃO DO PROFESSOR: LER PARA APRENDER A PESQUISAR CORREA, ROSANEA MARIA MAZZINI : Alfabetização. Leitura na tela do computador; Ler para aprender a pesquisar; Formação Profissional de Professores Literacy; Reading on the computer screen; Read to learn how to search; Teacher training CIENCIAS HUMANAS::EDUCACAO |
title_short |
NOVAS VEREDAS PARA A FORMAÇÃO DO PROFESSOR: LER PARA APRENDER A PESQUISAR |
title_full |
NOVAS VEREDAS PARA A FORMAÇÃO DO PROFESSOR: LER PARA APRENDER A PESQUISAR |
title_fullStr |
NOVAS VEREDAS PARA A FORMAÇÃO DO PROFESSOR: LER PARA APRENDER A PESQUISAR |
title_full_unstemmed |
NOVAS VEREDAS PARA A FORMAÇÃO DO PROFESSOR: LER PARA APRENDER A PESQUISAR |
title_sort |
NOVAS VEREDAS PARA A FORMAÇÃO DO PROFESSOR: LER PARA APRENDER A PESQUISAR |
author |
CORREA, ROSANEA MARIA MAZZINI |
author_facet |
CORREA, ROSANEA MARIA MAZZINI |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bahia , Norinês Panicacci |
dc.contributor.advisor-co1.fl_str_mv |
Furlin, Marcelo |
dc.contributor.referee1.fl_str_mv |
Rosalen , Marilena Aparecida de Souza |
dc.contributor.referee2.fl_str_mv |
Campos , Elisabete Ferreira Esteves |
dc.contributor.author.fl_str_mv |
CORREA, ROSANEA MARIA MAZZINI |
contributor_str_mv |
Bahia , Norinês Panicacci Furlin, Marcelo Rosalen , Marilena Aparecida de Souza Campos , Elisabete Ferreira Esteves |
dc.subject.por.fl_str_mv |
: Alfabetização. Leitura na tela do computador; Ler para aprender a pesquisar; Formação Profissional de Professores |
topic |
: Alfabetização. Leitura na tela do computador; Ler para aprender a pesquisar; Formação Profissional de Professores Literacy; Reading on the computer screen; Read to learn how to search; Teacher training CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Literacy; Reading on the computer screen; Read to learn how to search; Teacher training |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The intensive use of the Internet in Brazilian society raised transformations in the communicative behaviors, expanded access to information and brought into the current scenario discussions about the new reading and writing practices. Readings for research purpose, previously restricted to printed sources, has diversified with the electronic digital devices, contributing to the knowledge access. It is in this context that this study emerges, which objectives include: the reflection around the knowledge needed by the teacher to use the technologies in the literacy process; the analysis and comparison of the procedures used by the students to read for search on the Internet and printed sources and the observation of the exploratory reading of the texts before deciding what read and query. This qualitative research involves five educators and six students from the 4th year of the Interdisciplinary Cycle of Elementary School in a public school of the city's municipal of São Paulo. For data collection, the professionals were submitted to interviews, answered a questionnaire to build a profile and observed the classes at the computer lab of the school. In addition, students were interviewed and conducted to read activities on the Internet, and then in books and magazines in order to map their reading procedures, digging the challenges they face to read for research, and evaluate if the interest in the technologies influences in the way they interact with research in the digital environment. To provide a theoretical basis for this research, we have used the studies by Chartier (1998); Coscarelli (2016); Chartier (1998); Ferreiro and Teberosky (1991); Ferreiro (2001, 2002 and 2013); Gatti and Nunes (2009); Gatti (2010, 2014a and 2014b); Imbernón (2006); Kleiman (1998, 2001 and 2018); Lerner (2002); Nóvoa (2009); Perelman (2011); Goldin, Kriscautzky and Perelman (2012); Pischetola (2016); Rojo (2009), Rojo and Barbosa (2017); Rojo and Moura (2016); and Xavier (2015 and 2016). Data analysis reveals that the problems faced by students in reading in the digital environment are similar to those they encounter in books and magazines. They do not use suitable criteria to select sources; they find difficult to understand the texts and to seek the desired information. They also do not use the exploratory reading to consider what to read or consult, and they carry out to the full reading of all the inquired results. However, the domain of the technical mechanisms, the expedite and the facility to obtain the information, as well as the seduction by the multimodal texts interfere in a positive relationship with the activity to search for information on the Internet. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-08-22 |
dc.date.accessioned.fl_str_mv |
2019-01-30T17:11:45Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
CORREA, ROSANEA MARIA MAZZINI. NOVAS VEREDAS PARA A FORMAÇÃO DO PROFESSOR: LER PARA APRENDER A PESQUISAR. 2018. 208 folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, São Bernardo do Campo, 2018. |
dc.identifier.uri.fl_str_mv |
http://tede.metodista.br/jspui/handle/tede/1815 |
identifier_str_mv |
CORREA, ROSANEA MARIA MAZZINI. NOVAS VEREDAS PARA A FORMAÇÃO DO PROFESSOR: LER PARA APRENDER A PESQUISAR. 2018. 208 folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, São Bernardo do Campo, 2018. |
url |
http://tede.metodista.br/jspui/handle/tede/1815 |
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por |
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IMS |
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Universidade Metodista de Sao Paulo |
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