2020 ON SCREENS:ONLINE SCHOOL FOR CHILDREN IN THE LITERACY PHASE
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/2684 |
Resumo: | This article intends to share research about the adaptation of school to screens at the pandemic scenario of 2020 to promote reflections on online education for children in the literacy phase. Through an action-research carried out by LabGim (Laboratório de Pesquisas da Comunicação nas Infâncias), the experience of a private school in Porto Alegre was followed, with children undergoing literacy, from March 26th to May 15th, 2020, and it is intended to present the analysis of this scenario. Emphasizing the identification of two problematizations (I and II) about the mediation by digital information and communication technologies (TDICs) in the restructuring of classroom continuity strategies, data were collected and analyzed into three different communication dimensions (issuer, message and receiver), all of which serve as a basis for the action carried out directly with the school's pedagogical team. As a main result, we identified three distinct seasons in the adaptation of the school and children in that period (First Season PT, Transition Season TT and Second Season ST), highlighting the essential conditions of online education for children of this age group and of this school phase by the possibility of configuration of communicational online mediation strategies promoting experiences of being together virtual. |
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2020 ON SCREENS:ONLINE SCHOOL FOR CHILDREN IN THE LITERACY PHASE2020 EN LAS PANTALLAS: ESCUELA EN LÍNEA PARA NIÑOS EN FASE DE ALFABETIZACIÓN2020 NAS TELAS: ESCOLA ONLINE PARA CRIANÇAS EM FASE DE ALFABETIZAÇÃOcomunicaçãoeducação onlinecriançasalfabetizaçãopandemiaCommunicationOnline educationChildrenLiteracyPandemicComunicaciónEducación en líneaNiñosAlfabetizaciónPandemiaThis article intends to share research about the adaptation of school to screens at the pandemic scenario of 2020 to promote reflections on online education for children in the literacy phase. Through an action-research carried out by LabGim (Laboratório de Pesquisas da Comunicação nas Infâncias), the experience of a private school in Porto Alegre was followed, with children undergoing literacy, from March 26th to May 15th, 2020, and it is intended to present the analysis of this scenario. Emphasizing the identification of two problematizations (I and II) about the mediation by digital information and communication technologies (TDICs) in the restructuring of classroom continuity strategies, data were collected and analyzed into three different communication dimensions (issuer, message and receiver), all of which serve as a basis for the action carried out directly with the school's pedagogical team. As a main result, we identified three distinct seasons in the adaptation of the school and children in that period (First Season PT, Transition Season TT and Second Season ST), highlighting the essential conditions of online education for children of this age group and of this school phase by the possibility of configuration of communicational online mediation strategies promoting experiences of being together virtual.Este artículo pretende compartir investigaciones sobre la adaptación de la escuela a las pantallas en el escenario pandémico de 2020 para promover reflexiones sobre la educación en línea para niños en fase de alfabetización. A través de la investigación-acción realizada por LabGim (Laboratório de Pesquisas da Comunicação nas Infâncias), se siguió la experiencia de una escuela privada en Porto Alegre, con niños en alfabetización, del 26 de marzo al 15 de mayo de 2020, y se pretende presentar los análisis de este escenario. Con énfasis en la identificación de dos problematizaciones (I y II) acerca de la mediación de las tecnologías de información y comunicación digitales (TDIC) en la reestructuración de las estrategias de continuidad del aula, se recopilaron y analizaron datos en tres dimensiones comunicativas diferentes (emisor, mensaje y receptor), todo lo cual sirve de base para la acción que se realiza directamente con el equipo pedagógico de la escuela. Como resultado principal, identificamos tres temporadas distintas en la adaptación de la escuela y de los niños en ese período (Primera Temporada PT, Temporada de Transición TT y Segunda Temporada ST), destacando las condiciones esenciales de la educación en línea para los niños de este grupo de edad y de etapa escolar por la posibilidad de configuración de estrategias de mediación comunicacional en línea promoviendo experiencias de estar juntos virtual.Este artigo pretende compartilhar pesquisa sobre a adaptação da escola às telas no cenário pandêmico de 2020 para promover reflexões sobre educação online para crianças em fase de alfabetização. Através de pesquisa-ação realizada pelo LabGim (Laboratório de Pesquisas da Comunicação nas Infâncias), acompanhou-se a experiência de uma escola privada de Porto Alegre, com crianças em fase de alfabetização, no período de 26 de março a 15 de maio de 2020, sobre a qual pretende-se apresentar as análises deste cenário. Com ênfase na identificação de duas problematizações (I e II) acerca da mediação por tecnologias digitais de informação e comunicação (TDICs) na reestruturação das estratégias de continuidade das aulas, foram realizadas coletas e análises de dados em três diferentes dimensões comunicacionais (emissor, mensagem e receptor), todas elas servindo de base para a ação exercida diretamente com a equipe pedagógica da escola. Como resultado principal, identificamos três temporadas distintas na adaptação da escola e das crianças naquele período (Primeira Temporada PT, Temporada de Transição TT e Segunda Temporada ST), evidenciando as condições essenciais da educação online para crianças desta faixa etária e deste ano escolar pela possibilidade de configuração de estratégias comunicacionais de mediação online promotoras de experiências de estar junto virtual.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-07-26info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/268410.1590/SciELOPreprints.2684porhttps://preprints.scielo.org/index.php/scielo/article/view/2684/4696Copyright (c) 2021 Juliana Tonin, Anderson dos Santos Machado, Patrícia Ruas Diashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessTonin, JulianaMachado, Anderson dos SantosDias, Patrícia Ruasreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-07-23T19:53:07Zoai:ops.preprints.scielo.org:preprint/2684Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-07-23T19:53:07SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
2020 ON SCREENS:ONLINE SCHOOL FOR CHILDREN IN THE LITERACY PHASE 2020 EN LAS PANTALLAS: ESCUELA EN LÍNEA PARA NIÑOS EN FASE DE ALFABETIZACIÓN 2020 NAS TELAS: ESCOLA ONLINE PARA CRIANÇAS EM FASE DE ALFABETIZAÇÃO |
title |
2020 ON SCREENS:ONLINE SCHOOL FOR CHILDREN IN THE LITERACY PHASE |
spellingShingle |
2020 ON SCREENS:ONLINE SCHOOL FOR CHILDREN IN THE LITERACY PHASE Tonin, Juliana comunicação educação online crianças alfabetização pandemia Communication Online education Children Literacy Pandemic Comunicación Educación en línea Niños Alfabetización Pandemia |
title_short |
2020 ON SCREENS:ONLINE SCHOOL FOR CHILDREN IN THE LITERACY PHASE |
title_full |
2020 ON SCREENS:ONLINE SCHOOL FOR CHILDREN IN THE LITERACY PHASE |
title_fullStr |
2020 ON SCREENS:ONLINE SCHOOL FOR CHILDREN IN THE LITERACY PHASE |
title_full_unstemmed |
2020 ON SCREENS:ONLINE SCHOOL FOR CHILDREN IN THE LITERACY PHASE |
title_sort |
2020 ON SCREENS:ONLINE SCHOOL FOR CHILDREN IN THE LITERACY PHASE |
author |
Tonin, Juliana |
author_facet |
Tonin, Juliana Machado, Anderson dos Santos Dias, Patrícia Ruas |
author_role |
author |
author2 |
Machado, Anderson dos Santos Dias, Patrícia Ruas |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Tonin, Juliana Machado, Anderson dos Santos Dias, Patrícia Ruas |
dc.subject.por.fl_str_mv |
comunicação educação online crianças alfabetização pandemia Communication Online education Children Literacy Pandemic Comunicación Educación en línea Niños Alfabetización Pandemia |
topic |
comunicação educação online crianças alfabetização pandemia Communication Online education Children Literacy Pandemic Comunicación Educación en línea Niños Alfabetización Pandemia |
description |
This article intends to share research about the adaptation of school to screens at the pandemic scenario of 2020 to promote reflections on online education for children in the literacy phase. Through an action-research carried out by LabGim (Laboratório de Pesquisas da Comunicação nas Infâncias), the experience of a private school in Porto Alegre was followed, with children undergoing literacy, from March 26th to May 15th, 2020, and it is intended to present the analysis of this scenario. Emphasizing the identification of two problematizations (I and II) about the mediation by digital information and communication technologies (TDICs) in the restructuring of classroom continuity strategies, data were collected and analyzed into three different communication dimensions (issuer, message and receiver), all of which serve as a basis for the action carried out directly with the school's pedagogical team. As a main result, we identified three distinct seasons in the adaptation of the school and children in that period (First Season PT, Transition Season TT and Second Season ST), highlighting the essential conditions of online education for children of this age group and of this school phase by the possibility of configuration of communicational online mediation strategies promoting experiences of being together virtual. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-26 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/2684 10.1590/SciELOPreprints.2684 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/2684 |
identifier_str_mv |
10.1590/SciELOPreprints.2684 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/2684/4696 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Juliana Tonin, Anderson dos Santos Machado, Patrícia Ruas Dias https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Juliana Tonin, Anderson dos Santos Machado, Patrícia Ruas Dias https://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 |
SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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