Aprendizagem de línguas em um cenário de ubiquidade: elaboração de diretrizes visando à criação do protótipo de um aplicativo para prática e aperfeiçoamento de línguas de modo colaborativo e crítico-reflexivo

• Autor(a) principal: Corrêa, Cláudio Ricardo
• Data de Publicação: 2023
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/20793
• topic: Ubiquity; Language learning; Critical-reflective education; Mobile devices; Interculturality; Multireferentiality; Ubiquidade; Aprendizagem de línguas; Educação crítico-reflexiva; Dispositivos móveis; Interculturalidade; Multirreferencialidade; Línguas – Estudo e ensino; Línguas – Estudo e ensino – inovações tecnológicas; Computadores e civilização; Letramento; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

The present research was developed from language learning in a scenario of ubiquity, using a multi-referential approach as initially proposed by Ardoino (1966, 1988). Multireferentiality was chosen because it is considered that, in order to understand this type of learning — and everything that is involved in it —, it is essential to recognize its inherent complexity (MORIN, 1996, 2005). The option for a combination of approaches, with characteristics of bricolage, was a way of ensuring that multiple views, plural, complex and heterogeneous perspectives would enable an adequate foundation, a better analysis and a direction compatible with the construction of the text. The research was conceived in a context of ubiquity (ARAUJO, 2003; SANTAELLA, 2003, 2004, 2010, 2013, 2014), in times of cyberculture (LEMOS, 2004, 2015; LÉVY, 2010 [1997]; SANTOS, 2016; SILVA, 2008, 2014 [2000]), literacies (KALANTZIS; COPE; PINHEIRO, 2020), hypertexts (MARCUSCHI; XAVIER, 2010), interculturality (CANDAU, 2003, 2008, 2009; CANDAU; KOFF, 2015), critical-reflexive training (FREIRE, 2020a [1996], 2020b [1968]; CARDOSO, 2022; LIBERALI, 2015) and the countless possibilities of creation, co-creation, knowledge sharing, collaborative learning and improvement of skills at any time and place. The objective of this study was to develop guidelines, aiming to build the prototype of an application for practicing and improving languages, in a way that would promote a collaborative and critical-reflective education, in which the recognition and inclusion of others matter. The proposal took into account respect for the constituent differences of society, promoting dialogical relationships between diverse social and cultural groups. Based on the guidelines developed, with the established characteristics, it was possible to carry out high-fidelity prototyping, which foreshadows the future prototype