Educa????o e leitura dos hipertextos das novas tecnologias na escola p??blica

Detalhes bibliográficos
Autor(a) principal: Santos, Antonio Carlos Rodrigues dos
Data de Publicação: 2017
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
Texto Completo: http://bibliotecatede.uninove.br/handle/tede/1606
Resumo: The hypertexts of the new technologies as reading supports are the object of this research. Related to these technologies are the cellular, the tablet and correlates. In this context, we propose two problems, namely: what actions can the teacher develop in order to obtain promising readings from the hypertexts of the new information and communication technologies? Internet research on the student's own mobile device is a meaningful reading action, which emerges as one of the hypotheses. And, what skills can students develop in the digital hypertext approach of these technologies as far as reading is concerned? Another hypothesis is the development of the perceptive-cognitive ability of the immersive reader to predict and anticipate reading among student users of mobile devices. In the general objective, we intend to analyze the process of reading the digital hypertexts of the NTIC between teachers and students. In the specific objectives, we aim to investigate the abilities developed by the students from the recurrent reading in the hypertext of the NICT, as well as to verify possible innovative actions of the teachers in face of the challenges that surround this new modality of reading teaching. The reference is based on the thinking of Santaella (1983, 2001, 2004, 2007, 2012b, 2013), and L??vy (1993, 1996). Of which, among others, were extracted the concepts of hypertext, reading in cyberspace, text and tessitura, virtualization and interactivity, issues that give legitimacy to users of the interface of new technologies are considered readers, especially of the screens. In the whole of the methodology we opted for a proprietary method of the researcher. The analysis is qualitative in order to imply a systematic principle in the light of objective and intelligible criteria given the complexity of the mobile terrain surrounding these technologies. As for the form, it is a participant research in which the researcher observed his own teaching practice. The technique was organized through the collection of open, closed, audio and written questions directed to teachers and students, as well as several reading occurrences on the mobile devices observed by the researcher in the course of his classes. We conclude, among other issues, that Internet research with students' DM is a hypertextual reading action and contributes substantially to a new form of reading teaching. Still in the wake of actions, we find that the most important of these is the action that discusses the concept of reading, since if the concept ends in reading the printed text, all other research actions will be compromised. In the field of abilities developed by the students that process the digital hypertexts, we find, among others, the ability of the immersive reader to follow clues based on the inductive inferences, characteristic of the Internet user detective. The ability to forecast, anticipate reading based on deductive inferences, analogous to the prospective Internet user. The results of the dissertation pointed out the students' DM hypertexts as reading, and, thus, virtualizes / updates the reading.
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spelling Baptista, Ana Maria HaddadBaptista, Ana Maria HaddadTodaro, M??nica de ??vilaTeixeira, Rosiley AparecidaNavas, DianaSeverino, Francisca Eleodora Santoshttp://lattes.cnpq.br/2054520781281269Santos, Antonio Carlos Rodrigues dos2017-04-18T15:16:38Z2017-03-03Santos, Antonio Carlos Rodrigues dos. Educa????o e leitura dos hipertextos das novas tecnologias na escola p??blica. 2017. 84 f. Disserta????o( Programa de Mestrado em Gest??o e Pr??ticas Educacionais) - Universidade Nove de Julho, S??o Paulo.http://bibliotecatede.uninove.br/handle/tede/1606The hypertexts of the new technologies as reading supports are the object of this research. Related to these technologies are the cellular, the tablet and correlates. In this context, we propose two problems, namely: what actions can the teacher develop in order to obtain promising readings from the hypertexts of the new information and communication technologies? Internet research on the student's own mobile device is a meaningful reading action, which emerges as one of the hypotheses. And, what skills can students develop in the digital hypertext approach of these technologies as far as reading is concerned? Another hypothesis is the development of the perceptive-cognitive ability of the immersive reader to predict and anticipate reading among student users of mobile devices. In the general objective, we intend to analyze the process of reading the digital hypertexts of the NTIC between teachers and students. In the specific objectives, we aim to investigate the abilities developed by the students from the recurrent reading in the hypertext of the NICT, as well as to verify possible innovative actions of the teachers in face of the challenges that surround this new modality of reading teaching. The reference is based on the thinking of Santaella (1983, 2001, 2004, 2007, 2012b, 2013), and L??vy (1993, 1996). Of which, among others, were extracted the concepts of hypertext, reading in cyberspace, text and tessitura, virtualization and interactivity, issues that give legitimacy to users of the interface of new technologies are considered readers, especially of the screens. In the whole of the methodology we opted for a proprietary method of the researcher. The analysis is qualitative in order to imply a systematic principle in the light of objective and intelligible criteria given the complexity of the mobile terrain surrounding these technologies. As for the form, it is a participant research in which the researcher observed his own teaching practice. The technique was organized through the collection of open, closed, audio and written questions directed to teachers and students, as well as several reading occurrences on the mobile devices observed by the researcher in the course of his classes. We conclude, among other issues, that Internet research with students' DM is a hypertextual reading action and contributes substantially to a new form of reading teaching. Still in the wake of actions, we find that the most important of these is the action that discusses the concept of reading, since if the concept ends in reading the printed text, all other research actions will be compromised. In the field of abilities developed by the students that process the digital hypertexts, we find, among others, the ability of the immersive reader to follow clues based on the inductive inferences, characteristic of the Internet user detective. The ability to forecast, anticipate reading based on deductive inferences, analogous to the prospective Internet user. The results of the dissertation pointed out the students' DM hypertexts as reading, and, thus, virtualizes / updates the reading.Los hipertextos de las nuevas tecnolog??as como suportes de lectura, constituem-se no objeto de la investigaci??n. Referente a estas tecnolog??as comprendeem-se o celular, o tableta y correlatos. En este contexto, se plantea dos problemas, a saber: lo que el profesor puede desarrollar acciones que desde el hipertexto de las nuevas tecnolog??as de la informaci??n y la comunicaci??n se obtienen lecturas prometedores? La investigaci??n en Internet bajo el propio estudiante dispositivo m??vil, es una acci??n significativa de la lectura, que aparece como una de las hip??tesis. Y lo que los estudiantes pueden desarrollar habilidades en el enfoque de hipertexto digital de estas tecnolog??as en relaci??n con la lectura? Otra posibilidad es el desarrollo de la capacidad perceptivo-cognitiva del jugador de inmersi??n para hacer la predicci??n y anticipaci??n de la lectura entre los usuarios m??viles de los estudiantes. En general, nos proponemos analizar el proceso de lectura de hipertexto digital de las NTIC entre profesores y estudiantes. Los objetivos espec??ficos, se puede investigar las habilidades desarrolladas por los estudiantes de la lectura del solicitante de las NTIC hipertexto y verificar posibles acciones innovadoras de los profesores frente a los desaf??os que rodean a este nuevo modo de ense??ar a leer. El punto de referencia se basa en la idea de Santaella (1983, 2001, 2004, 2007, 2012b, 2013) y Levy (1993, 1996), de los cuales, entre otros, se extrajeron los conceptos de hipertexto, la lectura en el ciberespacio, texto y tesitura, la virtualizaci??n y la interactividad, las preguntas que le dan legitimidad a los usuarios de la nueva interfaz de tecnolog??as consideran lectores, especialmente las pantallas. En toda la metodolog??a se opt?? por un investigador m??todo. El an??lisis es cualitativo con el fin de implicarmos un principio sistem??tica a la luz de criterios objetivos y comprensible, dada la complejidad de la tierra m??vil en el que rodean estas tecnolog??as. En cuanto a la forma, se trata de una investigaci??n participativa en la que el investigador observ?? su propia pr??ctica docente. La t??cnica se organiza a partir de la colecci??n con preguntas abiertas, cerradas, grabado en audio y escrito, dirigido a profesores y estudiantes, as?? como varios eventos de lectura fueron grabados en dispositivos m??viles, observados por el investigador en el momento de sus clases. Llegamos a la conclusi??n, entre otras cosas, la investigaci??n en Internet con los estudiantes DM es una acci??n de la lectura hipertextual y contribuye sustancialmente a una nueva forma de ense??ar a leer. Incluso en la estela de la poblaci??n, nos encontramos con que la m??s importante de ellas es la acci??n que discute el concepto de lectura, como si el concepto se cerr?? en la lectura del texto impreso, confirmaciones, se todas las otras actividades de investigaci??n. En el campo de las habilidades desarrolladas por los estudiantes que procesan hipertexto digital, encontramos, entre otros, la capacidad del jugador de inmersi??n para seguir pistas, y se basan en inferencias inductivas, internauta detective funci??n; la capacidad de previsi??n, la anticipaci??n de la lectura, siempre centr??ndose en las inferencias deductivas, de forma an??loga a la internauta prospectivo. La tesis de los resultados mostr?? los hipertextos de estudiantes DM como la lectura y la actualizaci??n de esta lectura.Os hipertextos das novas tecnologias como suportes de leitura, constituem-se no objeto dessa pesquisa. Referente a estas tecnologias compreendem-se o celular, o tablet e correlatos. Nesse contexto, propomos dois problemas, a saber: quais a????es o professor pode desenvolver para que a partir dos hipertextos das novas tecnologias da informa????o e da comunica????o se obtenham leituras promissoras? A pesquisa na internet, no pr??prio aparelho m??vel do aluno, ?? uma a????o significativa de leitura, que surge como uma das hip??teses. E que habilidades os alunos podem desenvolver na abordagem do hipertexto digital dessas tecnologias no que concerne ?? leitura? Outra hip??tese ?? o desenvolvimento da habilidade perceptivo-cognitiva do leitor imersivo de fazer previs??o e antecipa????o da leitura entre os alunos usu??rios dos dispositivos m??veis. No objetivo geral, pretendemos analisar o processo de leitura dos hipertextos digitais das NTIC entre professores e alunos. Nos objetivos espec??ficos, almejamos investigar as habilidades desenvolvidas pelos alunos a partir da leitura recorrente nos hipertextos das NTIC, bem como verificar poss??veis a????es inovadoras dos professores diante dos desafios que circundam essa nova modalidade de ensino da leitura. O referencial se fundamenta no pensamento de Santaella (1983, 2001, 2004, 2007, 2012b, 2013) e L??vy (1993, 1996), dos quais, entre outros, foram extra??dos os conceitos de hipertexto, de leitura no ciberespa??o, texto e tessitura, virtualiza????o e interatividade, quest??es que d??o legitimidade aos usu??rios da interface das novas tecnologias serem considerados leitores, sobretudo, das telas. No conjunto da metodologia optamos por um m??todo pr??prio do pesquisador. A an??lise ?? do tipo qualitativo a fim de implicarmos um princ??pio sistem??tico ?? luz de crit??rios objetivos e intelig??veis, dada a complexidade do terreno m??vel em que circundam essas tecnologias. Quanto ?? forma, trata-se de uma pesquisa participante, na qual o pesquisador observou sua pr??pria pr??tica de ensino. A t??cnica foi organizada a partir da coleta com quest??es abertas, fechadas, gravadas em ??udio e escritas, direcionadas a docentes e discentes, bem como foram registradas diversas ocorr??ncias de leitura nos dispositivos m??veis, observadas pelo pesquisador no ato de suas aulas. Conclu??mos, entre outras quest??es, que a pesquisa na internet com os DM dos alunos ?? uma a????o de leitura hipertextual e contribui de modo substancial para uma nova forma de ensino da leitura. Ainda na esteira das a????es, constatamos que a mais importante dessas ?? a a????o que discute o conceito de leitura, visto que, caso o conceito se encerre na leitura do texto impresso, comprometer-se-??o todas as outras a????es da investiga????o. No campo das habilidades desenvolvidas pelos alunos que processam os hipertextos digitais, constatamos, entre outras, a habilidade do leitor imersivo de seguir pistas, pautando-se nas infer??ncias indutivas, caracter??stica do internauta detetive; a habilidade de fazer previs??o, antecipa????o da leitura, pautando-se nas infer??ncias dedutivas, an??loga ao internauta previdente. Os resultados da disserta????o apontaram os hipertextos dos DM dos alunos como leitura, bem como a atualiza????o dessa leitura.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-04-18T15:16:38Z No. of bitstreams: 1 Antonio Carlos Rodrigues dos Santos.pdf: 722743 bytes, checksum: 969710a2209917ab96584b96853f6518 (MD5)Made available in DSpace on 2017-04-18T15:16:38Z (GMT). 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dc.title.por.fl_str_mv Educa????o e leitura dos hipertextos das novas tecnologias na escola p??blica
dc.title.alternative.eng.fl_str_mv Education and reading of the hypertexts of the new technologies in the public school
title Educa????o e leitura dos hipertextos das novas tecnologias na escola p??blica
spellingShingle Educa????o e leitura dos hipertextos das novas tecnologias na escola p??blica
Santos, Antonio Carlos Rodrigues dos
escola
educa????o
semi??tica
hipertexto
leitura
school
education
semiotics
hypertext
reading
escuela
educaci??n
semi??tica
hipertexto
lectura
CIENCIAS HUMANAS::EDUCACAO
title_short Educa????o e leitura dos hipertextos das novas tecnologias na escola p??blica
title_full Educa????o e leitura dos hipertextos das novas tecnologias na escola p??blica
title_fullStr Educa????o e leitura dos hipertextos das novas tecnologias na escola p??blica
title_full_unstemmed Educa????o e leitura dos hipertextos das novas tecnologias na escola p??blica
title_sort Educa????o e leitura dos hipertextos das novas tecnologias na escola p??blica
author Santos, Antonio Carlos Rodrigues dos
author_facet Santos, Antonio Carlos Rodrigues dos
author_role author
dc.contributor.advisor1.fl_str_mv Baptista, Ana Maria Haddad
dc.contributor.referee1.fl_str_mv Baptista, Ana Maria Haddad
dc.contributor.referee2.fl_str_mv Todaro, M??nica de ??vila
dc.contributor.referee3.fl_str_mv Teixeira, Rosiley Aparecida
dc.contributor.referee4.fl_str_mv Navas, Diana
dc.contributor.referee5.fl_str_mv Severino, Francisca Eleodora Santos
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/2054520781281269
dc.contributor.author.fl_str_mv Santos, Antonio Carlos Rodrigues dos
contributor_str_mv Baptista, Ana Maria Haddad
Baptista, Ana Maria Haddad
Todaro, M??nica de ??vila
Teixeira, Rosiley Aparecida
Navas, Diana
Severino, Francisca Eleodora Santos
dc.subject.por.fl_str_mv escola
educa????o
semi??tica
hipertexto
leitura
topic escola
educa????o
semi??tica
hipertexto
leitura
school
education
semiotics
hypertext
reading
escuela
educaci??n
semi??tica
hipertexto
lectura
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv school
education
semiotics
hypertext
reading
dc.subject.spa.fl_str_mv escuela
educaci??n
semi??tica
hipertexto
lectura
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description The hypertexts of the new technologies as reading supports are the object of this research. Related to these technologies are the cellular, the tablet and correlates. In this context, we propose two problems, namely: what actions can the teacher develop in order to obtain promising readings from the hypertexts of the new information and communication technologies? Internet research on the student's own mobile device is a meaningful reading action, which emerges as one of the hypotheses. And, what skills can students develop in the digital hypertext approach of these technologies as far as reading is concerned? Another hypothesis is the development of the perceptive-cognitive ability of the immersive reader to predict and anticipate reading among student users of mobile devices. In the general objective, we intend to analyze the process of reading the digital hypertexts of the NTIC between teachers and students. In the specific objectives, we aim to investigate the abilities developed by the students from the recurrent reading in the hypertext of the NICT, as well as to verify possible innovative actions of the teachers in face of the challenges that surround this new modality of reading teaching. The reference is based on the thinking of Santaella (1983, 2001, 2004, 2007, 2012b, 2013), and L??vy (1993, 1996). Of which, among others, were extracted the concepts of hypertext, reading in cyberspace, text and tessitura, virtualization and interactivity, issues that give legitimacy to users of the interface of new technologies are considered readers, especially of the screens. In the whole of the methodology we opted for a proprietary method of the researcher. The analysis is qualitative in order to imply a systematic principle in the light of objective and intelligible criteria given the complexity of the mobile terrain surrounding these technologies. As for the form, it is a participant research in which the researcher observed his own teaching practice. The technique was organized through the collection of open, closed, audio and written questions directed to teachers and students, as well as several reading occurrences on the mobile devices observed by the researcher in the course of his classes. We conclude, among other issues, that Internet research with students' DM is a hypertextual reading action and contributes substantially to a new form of reading teaching. Still in the wake of actions, we find that the most important of these is the action that discusses the concept of reading, since if the concept ends in reading the printed text, all other research actions will be compromised. In the field of abilities developed by the students that process the digital hypertexts, we find, among others, the ability of the immersive reader to follow clues based on the inductive inferences, characteristic of the Internet user detective. The ability to forecast, anticipate reading based on deductive inferences, analogous to the prospective Internet user. The results of the dissertation pointed out the students' DM hypertexts as reading, and, thus, virtualizes / updates the reading.
publishDate 2017
dc.date.accessioned.fl_str_mv 2017-04-18T15:16:38Z
dc.date.issued.fl_str_mv 2017-03-03
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
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dc.identifier.citation.fl_str_mv Santos, Antonio Carlos Rodrigues dos. Educa????o e leitura dos hipertextos das novas tecnologias na escola p??blica. 2017. 84 f. Disserta????o( Programa de Mestrado em Gest??o e Pr??ticas Educacionais) - Universidade Nove de Julho, S??o Paulo.
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identifier_str_mv Santos, Antonio Carlos Rodrigues dos. Educa????o e leitura dos hipertextos das novas tecnologias na escola p??blica. 2017. 84 f. Disserta????o( Programa de Mestrado em Gest??o e Pr??ticas Educacionais) - Universidade Nove de Julho, S??o Paulo.
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