WebQuest e letramento na cibercultura: uma estratégia para a aprendizagem colaborativa

• Autor(a) principal: Zanoni, Rafaela Capitanio
• Data de Publicação: 2018
• 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/1/6973
• topic: Digital literacy; WebQuest; Writing and reading; Letramento digital; WebQuest; Escrita e leitura; Ensino Meios auxiliares; Tecnologia educacional; Língua portuguesa Estudo e ensino; Leitura Estudo e ensino; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

WebQuest, an educational technology created by Bernie Dodge in 1995, can stimulate the acquisition of digital literacies during basic education, encouraging the use of reading and writing in cyberspace and taking action on the education of critical multiliterate citizens who are able to think and act, in a conscious and constructive manner, in several areas. According to its creator, this methodology has advantages, as it is accessible and incurs no costs to teachers and schools, potentially transforming the traditional teaching environment into a more dynamic and stimulating setting for learning. Therefore, the objective of this master s thesis is to verify the applicability of this tool in Portuguese language teaching. Three hundred forty-three Portuguese Language WebQuests available at the WebQuest Fácil website were analyzed based on the theoretical contributions of Kenski (2012), Ribeiro (2012), Rojo (2013), Coscarelli (2016), Delors et al. (1998), Kleiman (1995), Soares (2003), Dudeney, Hockly and Pegrum (2016), Bakhtin (2011), Araújo and Leffa (2016), Dodge (1995), Rocha (2007), Abar and Barbosa (2008). The results indicated that this teaching methodology is being underused in classrooms, since only a small part of the analyzed WebQuests follow the instructions of Dodge. Thus, it was concluded that there is a need to reconsider how New Technologies of Information and Communication (NTICs) are being included in classes, because, if they cannot make the student transform information into knowledge, they are not fulfilling their educational function appropriately.