Letramento em ambientes virtuais de aprendizagem na educação básica: estudo de caso do AVA do Instituto de Aplicação da UERJ
Autor(a) principal: | |
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Data de Publicação: | 2021 |
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/1/17524 |
Resumo: | When reflecting on the intertwining of digital technologies with contemporary social practices, it is relevant to seek to understand it in the scope of formal education. In this sense, these technologies were considered as some of the agents involved in school educational processes, and conceptions of literacies and of construction of competencies in digital culture were pondered, to constitute the research problem: how the development of students and teachers of basic education is influenced by a Virtual Learning Environment (VLE) acting in the teaching-learning processes of a school? The proposed hypothesis was that, when interacting with a VLE, individuals get involved in practices of literacies that are significant in digital culture, building important competencies, notably in the categories related to the cognitive development stimulated and required by digital products and media, proposed by Fátima Regis (2008): linguistic; logical; sensorimotor; social; and creative. The main goal of the research was to investigate the modes of interaction of students and teachers from the 6th year of education at Fernando Rodrigues da Silveira Application Institute (CAp-UERJ) with the school's VLE, observing profiles, actions and perceptions of the participants. The main theoretical references were studies on Information and Communication Technologies and distance education, appropriate pedagogical theories, related legislation, contextualized education, digital technologies in culture and education, hybrid education and hybridism in a pandemic context, attributes of VLEs and the Moodle system, interactions and interactivities, alphabetizations and literacies, compound literacies and multiliteracies, construction of competencies and their relation with literacies in digital culture, of which three referentials of competencies in this sphere stand out: media competence (FERRÉS; PISCITELLI, 2012), cognitive competencies (REGIS, 2008, 2010, 2015; REGIS et al. 2009; REGIS; TIMPONI; MAIA, 2012; TIMPONI; OLIVEIRA, 2017) and competencies associated with Media and Information Literacy (UNESCO, 2013). From these bases, the methodology of this research proposed a case study with students and teachers from the 6th year of education in interaction with CAp-UERJ’s VLE, a product of digital technology in a school context. For that, data were collected through questionnaires and interviews with the participants, and statistical treatments and qualitative analysis of the content were carried out. The results of the data analysis confirmed the hypothesis, showing changes in attitudes, knowledge and skills of those involved, according to the three referentials of competencies that were used. It was concluded that the interactions with this VLE, together with other factors of the context in which they took place, enabled the development of competencies in multiple directions, composing a current framework of participation in multiliteracies practices. |
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Oliveira, Fátima Cristina Regis Martins dehttp://lattes.cnpq.br/1150082707390234Monteiro, Alessandra Cristina da Silva Maia Cardosohttp://lattes.cnpq.br/2760935870224920Ribeiro , Andrea da Silva Marqueshttp://lattes.cnpq.br/3577656696505060Rodrigues, Raquel Timponi Pereirahttp://lattes.cnpq.br/9926598636280665http://lattes.cnpq.br/3043185141505372Mello, Rodrigo Fortes2022-04-08T15:31:09Z2021-05-31MELLO, Rodrigo Fortes. Letramento em ambientes virtuais de aprendizagem na educação básica: estudo de caso do AVA do Instituto de Aplicação da UERJ. 2021. 227 f. Dissertação (Mestrado em Comunicação) - Faculdade de Comunicação Social, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2021.http://www.bdtd.uerj.br/handle/1/17524When reflecting on the intertwining of digital technologies with contemporary social practices, it is relevant to seek to understand it in the scope of formal education. In this sense, these technologies were considered as some of the agents involved in school educational processes, and conceptions of literacies and of construction of competencies in digital culture were pondered, to constitute the research problem: how the development of students and teachers of basic education is influenced by a Virtual Learning Environment (VLE) acting in the teaching-learning processes of a school? The proposed hypothesis was that, when interacting with a VLE, individuals get involved in practices of literacies that are significant in digital culture, building important competencies, notably in the categories related to the cognitive development stimulated and required by digital products and media, proposed by Fátima Regis (2008): linguistic; logical; sensorimotor; social; and creative. The main goal of the research was to investigate the modes of interaction of students and teachers from the 6th year of education at Fernando Rodrigues da Silveira Application Institute (CAp-UERJ) with the school's VLE, observing profiles, actions and perceptions of the participants. The main theoretical references were studies on Information and Communication Technologies and distance education, appropriate pedagogical theories, related legislation, contextualized education, digital technologies in culture and education, hybrid education and hybridism in a pandemic context, attributes of VLEs and the Moodle system, interactions and interactivities, alphabetizations and literacies, compound literacies and multiliteracies, construction of competencies and their relation with literacies in digital culture, of which three referentials of competencies in this sphere stand out: media competence (FERRÉS; PISCITELLI, 2012), cognitive competencies (REGIS, 2008, 2010, 2015; REGIS et al. 2009; REGIS; TIMPONI; MAIA, 2012; TIMPONI; OLIVEIRA, 2017) and competencies associated with Media and Information Literacy (UNESCO, 2013). From these bases, the methodology of this research proposed a case study with students and teachers from the 6th year of education in interaction with CAp-UERJ’s VLE, a product of digital technology in a school context. For that, data were collected through questionnaires and interviews with the participants, and statistical treatments and qualitative analysis of the content were carried out. The results of the data analysis confirmed the hypothesis, showing changes in attitudes, knowledge and skills of those involved, according to the three referentials of competencies that were used. It was concluded that the interactions with this VLE, together with other factors of the context in which they took place, enabled the development of competencies in multiple directions, composing a current framework of participation in multiliteracies practices.Ao se refletir sobre o entrelaçamento das tecnologias digitais com as práticas sociais contemporâneas, mostra-se relevante buscar compreendê-lo no âmbito da educação formal. Nesse sentido, considerou-se que essas tecnologias são alguns dos agentes envolvidos nos processos educacionais escolares, e ponderaram-se concepções de letramentos e de construção de competências na cultura digital, para se constituir o problema de pesquisa: como o desenvolvimento de alunos e professores da educação básica é influenciado pela atuação de um Ambiente Virtual de Aprendizagem (AVA) nos processos de ensino-aprendizagem de uma escola? Propôs-se a hipótese de que, ao interagirem com um AVA, os indivíduos envolvem-se em práticas de letramentos significativos na cultura digital, construindo competências importantes, notadamente nas categorias relacionadas ao desenvolvimento cognitivo estimulado e requerido por produtos e mídias digitais, propostas por Fátima Regis (2008): linguísticas; lógicas; sensório-motoras; sociais; e criativas. Determinou-se como objetivo principal da pesquisa investigar os modos de interação de alunos e professores do 6º ano do Ensino Fundamental (EF) do Instituto de Aplicação Fernando Rodrigues da Silveira (CAp-UERJ) com o AVA da escola, observando-se perfis, ações e percepções dos participantes. Buscaram-se como principais referências teóricas estudos sobre Tecnologias de Informação e Comunicação e educação a distância, teorias pedagógicas adequadas, legislação relacionada, educação contextualizada, tecnologias digitais na cultura e na educação, educação híbrida e hibridismo em contexto pandêmico, atributos dos AVAs e do sistema Moodle, interações e interatividades, alfabetizações e letramentos, letramentos compostos e multiletramentos, construção de competências e relação com letramentos na cultura digital, destacando-se três referenciais de competências nessa esfera: competência midiática (FERRÉS; PISCITELLI, 2012), competências cognitivas (REGIS, 2008, 2010, 2015; REGIS et al. 2009; REGIS; TIMPONI; MAIA, 2012; TIMPONI; OLIVEIRA, 2017) e competências associadas ao Letramento Midiático e Informacional (UNESCO, 2013). A partir dessas bases, a metodologia desta pesquisa propôs um estudo de caso com alunos e professores do 6º ano do EF em interação com o AVA CAp-UERJ, um produto de tecnologia digital em contexto escolar. Para tanto, foram coletados dados por meio de questionários e entrevistas com os participantes, e realizados tratamentos estatísticos e análise qualitativa do conteúdo. Os resultados das análises dos dados confirmaram a hipótese, mostrando mudanças em atitudes, conhecimentos e habilidades dos envolvidos conforme os três referenciais de competências utilizados. Concluiu-se que as interações com esse AVA, em conjunto com demais fatores do contexto em que se efetivaram, propiciaram o desenvolvimento de competências em múltiplas direções, compondo um quadro atual de participação em práticas de multiletramentos.Submitted by Mariangela CEH/A (marianfig@gmail.com) on 2022-04-08T15:31:09Z No. of bitstreams: 2 Dissertação - Rodrigo Fortes Mello - 2021 - Completa.pdf: 6847822 bytes, checksum: 8a9ba2388e6383c7b8349943775d849c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-04-08T15:31:09Z (GMT). No. of bitstreams: 2 Dissertação - Rodrigo Fortes Mello - 2021 - Completa.pdf: 6847822 bytes, checksum: 8a9ba2388e6383c7b8349943775d849c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2021-05-31application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em ComunicaçãoUERJBrasilCentro de Educação e Humanidades::Faculdade de Comunicação Socialhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessInformation and Communication TechnologiesLiteraciesCompetencies in digital cultureSchool contextEducation and pandemicTecnologias de Informação e ComunicaçãoLetramentoEducaçãoPandemiaCIENCIAS SOCIAIS APLICADAS::COMUNICACAOLetramento em ambientes virtuais de aprendizagem na educação básica: estudo de caso do AVA do Instituto de Aplicação da UERJLiteracies in virtual learning environments in basic education: case study of the VLE of UERJ’s Application Instituteinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALDissertação - Rodrigo Fortes Mello - 2021 - Completa.pdfDissertação - Rodrigo Fortes Mello - 2021 - Completa.pdfapplication/pdf6847822http://www.bdtd.uerj.br/bitstream/1/17524/5/Disserta%C3%A7%C3%A3o+-+Rodrigo+Fortes+Mello+-+2021+-+Completa.pdf8a9ba2388e6383c7b8349943775d849cMD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
Letramento em ambientes virtuais de aprendizagem na educação básica: estudo de caso do AVA do Instituto de Aplicação da UERJ |
dc.title.alternative.eng.fl_str_mv |
Literacies in virtual learning environments in basic education: case study of the VLE of UERJ’s Application Institute |
title |
Letramento em ambientes virtuais de aprendizagem na educação básica: estudo de caso do AVA do Instituto de Aplicação da UERJ |
spellingShingle |
Letramento em ambientes virtuais de aprendizagem na educação básica: estudo de caso do AVA do Instituto de Aplicação da UERJ Mello, Rodrigo Fortes Information and Communication Technologies Literacies Competencies in digital culture School context Education and pandemic Tecnologias de Informação e Comunicação Letramento Educação Pandemia CIENCIAS SOCIAIS APLICADAS::COMUNICACAO |
title_short |
Letramento em ambientes virtuais de aprendizagem na educação básica: estudo de caso do AVA do Instituto de Aplicação da UERJ |
title_full |
Letramento em ambientes virtuais de aprendizagem na educação básica: estudo de caso do AVA do Instituto de Aplicação da UERJ |
title_fullStr |
Letramento em ambientes virtuais de aprendizagem na educação básica: estudo de caso do AVA do Instituto de Aplicação da UERJ |
title_full_unstemmed |
Letramento em ambientes virtuais de aprendizagem na educação básica: estudo de caso do AVA do Instituto de Aplicação da UERJ |
title_sort |
Letramento em ambientes virtuais de aprendizagem na educação básica: estudo de caso do AVA do Instituto de Aplicação da UERJ |
author |
Mello, Rodrigo Fortes |
author_facet |
Mello, Rodrigo Fortes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Oliveira, Fátima Cristina Regis Martins de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1150082707390234 |
dc.contributor.referee1.fl_str_mv |
Monteiro, Alessandra Cristina da Silva Maia Cardoso |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/2760935870224920 |
dc.contributor.referee2.fl_str_mv |
Ribeiro , Andrea da Silva Marques |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3577656696505060 |
dc.contributor.referee3.fl_str_mv |
Rodrigues, Raquel Timponi Pereira |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/9926598636280665 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3043185141505372 |
dc.contributor.author.fl_str_mv |
Mello, Rodrigo Fortes |
contributor_str_mv |
Oliveira, Fátima Cristina Regis Martins de Monteiro, Alessandra Cristina da Silva Maia Cardoso Ribeiro , Andrea da Silva Marques Rodrigues, Raquel Timponi Pereira |
dc.subject.eng.fl_str_mv |
Information and Communication Technologies Literacies Competencies in digital culture School context Education and pandemic |
topic |
Information and Communication Technologies Literacies Competencies in digital culture School context Education and pandemic Tecnologias de Informação e Comunicação Letramento Educação Pandemia CIENCIAS SOCIAIS APLICADAS::COMUNICACAO |
dc.subject.por.fl_str_mv |
Tecnologias de Informação e Comunicação Letramento Educação Pandemia |
dc.subject.cnpq.fl_str_mv |
CIENCIAS SOCIAIS APLICADAS::COMUNICACAO |
description |
When reflecting on the intertwining of digital technologies with contemporary social practices, it is relevant to seek to understand it in the scope of formal education. In this sense, these technologies were considered as some of the agents involved in school educational processes, and conceptions of literacies and of construction of competencies in digital culture were pondered, to constitute the research problem: how the development of students and teachers of basic education is influenced by a Virtual Learning Environment (VLE) acting in the teaching-learning processes of a school? The proposed hypothesis was that, when interacting with a VLE, individuals get involved in practices of literacies that are significant in digital culture, building important competencies, notably in the categories related to the cognitive development stimulated and required by digital products and media, proposed by Fátima Regis (2008): linguistic; logical; sensorimotor; social; and creative. The main goal of the research was to investigate the modes of interaction of students and teachers from the 6th year of education at Fernando Rodrigues da Silveira Application Institute (CAp-UERJ) with the school's VLE, observing profiles, actions and perceptions of the participants. The main theoretical references were studies on Information and Communication Technologies and distance education, appropriate pedagogical theories, related legislation, contextualized education, digital technologies in culture and education, hybrid education and hybridism in a pandemic context, attributes of VLEs and the Moodle system, interactions and interactivities, alphabetizations and literacies, compound literacies and multiliteracies, construction of competencies and their relation with literacies in digital culture, of which three referentials of competencies in this sphere stand out: media competence (FERRÉS; PISCITELLI, 2012), cognitive competencies (REGIS, 2008, 2010, 2015; REGIS et al. 2009; REGIS; TIMPONI; MAIA, 2012; TIMPONI; OLIVEIRA, 2017) and competencies associated with Media and Information Literacy (UNESCO, 2013). From these bases, the methodology of this research proposed a case study with students and teachers from the 6th year of education in interaction with CAp-UERJ’s VLE, a product of digital technology in a school context. For that, data were collected through questionnaires and interviews with the participants, and statistical treatments and qualitative analysis of the content were carried out. The results of the data analysis confirmed the hypothesis, showing changes in attitudes, knowledge and skills of those involved, according to the three referentials of competencies that were used. It was concluded that the interactions with this VLE, together with other factors of the context in which they took place, enabled the development of competencies in multiple directions, composing a current framework of participation in multiliteracies practices. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-05-31 |
dc.date.accessioned.fl_str_mv |
2022-04-08T15:31:09Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
MELLO, Rodrigo Fortes. Letramento em ambientes virtuais de aprendizagem na educação básica: estudo de caso do AVA do Instituto de Aplicação da UERJ. 2021. 227 f. Dissertação (Mestrado em Comunicação) - Faculdade de Comunicação Social, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2021. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/17524 |
identifier_str_mv |
MELLO, Rodrigo Fortes. Letramento em ambientes virtuais de aprendizagem na educação básica: estudo de caso do AVA do Instituto de Aplicação da UERJ. 2021. 227 f. Dissertação (Mestrado em Comunicação) - Faculdade de Comunicação Social, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2021. |
url |
http://www.bdtd.uerj.br/handle/1/17524 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Comunicação |
dc.publisher.initials.fl_str_mv |
UERJ |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação e Humanidades::Faculdade de Comunicação Social |
publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
dc.source.none.fl_str_mv |
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Biblioteca Digital de Teses e Dissertações da UERJ |
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Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ) |
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bdtd.suporte@uerj.br |
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