A aprendizagem do softwareScratch como atividade colaborativa na formação continuada de professores de Inglês

• Autor(a) principal: Bastos, Viviane da Costa
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/7187
• topic: Scratch; Teacher´s continued formation; Activity theory; Colaborative learning; English language teaching; Scratch; Formação continuada docente; Teoria da atividade; Aprendizagem colaborativa; Ensino da língua inglesa; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

This dissertation presented to the Graduate Program of Teaching in Basic Education - PPGEB, Professional Master of Universidade do Estado do Rio de Janeiro, in the concentration area: Daily life and Curriculum, research line Primary Education II, aims to expand studies on the Use of new Communication and Information Technologies (ICTs) in different languages. Therefore, considering that ICTs are tools present in school life, expand in several areas of society and can be mediating instruments and generators of interactive spaces in different educational contexts, this research seeks to investigate the development of learning the software Scratch as a collaborative activity in training (Portuguese / English), in Complexo do Alemão, in the city of Rio de Janeiro. Theoretical background involved studies on the use of new technologies in Education (LEVY, 2010, MORAN, 2010, among others), continuing teacher education (NÓVOA, 2009, SCHON, 1997, among others) and Activity Theory) Based on Engeström (1999, 2000,2007) as a theoretical-methodological approach, for this to enable the analysis of collective activity and its relations with other systems of activity. From TA, considering the research context as a network of activities, this study comprises the learning of Scratch software as a central activity system related to the accomplishment of activities for the teaching of English language and the design tor the final product: an online course. The analysis of the components of the central activity system sought to understand how the Scratch learning process was carried out and transformed throughout the activity, what the participants learned, the work divisions, the conflicts and the established rules. Also, because it is a qualitative research of a descriptive-interpretative approach (GATTI, 2005), with the purpose of obtaining and expanding knowledge about a certain reality, I have used other research instruments such as open interviews composed of semi-structured questions, And the focus group, which not only collaborated to analyze the data, but also to gather subsidies for the construction of the product, a course elaborated with the collaboration of the English-speaking teachers. The results point to the relevance of the subjects' involvement, the division of labor, the exploration of the program, the exchange of experiences, the search for new knowledge, reflection, the authorship of the students and the collaborative work as activities responsible for promoting the domain Scratch and continuing teacher education.