Multiliteracies mediated by the computer in the classroom : the perspective of youth culture in flux
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFC |
Texto Completo: | http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13273 |
Resumo: | The research takes as its starting point the uses of laptops in the classroom, from Project One Computer per Student in the Middle and High School Flor de Maravilha in Fortaleza. Through an ethnographic approach (CLIFFORD, 2002; GEERTZ, 1989; DAMATTA, 1978; ANDRÃ, 2010, 1995), with multifaceted character (ARDOINO, 1995) we seek to listen the constellations of experiences that make up such âevents multiliteraciesâ at school when youth cultures deal with digital and communication technologies to answer the question: how the use of laptop, in the context of school, fosters youth multiliteracies experiences? Were taken as units of analysis, âevents of multiliteraciesâ involving reading situations, writing and photographic production, performed in 2013 in the 6th grade classes. The theoretical framework presents the main aspects Pedagogy of Multiliteracies (NEW LONDON GROUP, 1996; COPE; KALANTZIS, 2009; ROJO, 2012; 2013) and Youth Cultures (PAIS, 2003). For Pedagogy of Multiliteracies is necessary to articulate, in the learning process, the multiplicity of communication media and the cultural and linguistic diversity of students, recognizing their subjectivities. In view of the studies of Youth Cultures, the modes of being young are composed of multiple forms, whether in relations between peers, language, ways of dressing and behaving, which vary according to the socio-economic conditions of youths. The contribution of Mead (2006) is central to understanding that prevails in contemporary pre-figurative culture whose hallmark is the fact that adults learn from children, unlike the primitive cultures, post - figurative, where knowledge was transmitted from older to younger. The analysis of "events of multiliteracies" pointed, among other things, the importance of recognizing that new ways of learning are made possible by the use of computers in the classroom, from the dimensions of "contextualized learning" and "transformative practice" proposals by the Pedagogy of Multiliteracies; the computer in the classroom needs to be seen more as a social practice rather than technology (Rodrigues, 2009) and which is necessary to overcome the belief that children have an innate competence to deal with the technological artifacts (FANTIN, 2012; BUCKINGHAM , 2007). |
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Biblioteca Digital de Teses e Dissertações da UFC |
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info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisMultiliteracies mediated by the computer in the classroom : the perspective of youth culture in fluxMultiletramentos mediados pelo computador em sala de aula: a perspectiva das culturas juvenis em fluxo2014-12-01Josà Aires de Castro Filho24207543368http://lattes.cnpq.br/1001172700194924 Eduardo Santos Junqueira Rodrigues61950815668Catarina Tereza Farias de Oliveira46389326300http://lattes.cnpq.br/1135381329909949 Ãngela Maria Bessa Linhares13659154334http://lattes.cnpq.br/8381361724149467 MÃnica Fantin5792690596828463099300http://lattes.cnpq.br/6013088230083785Andrea Pinheiro Paiva CavalcanteUniversidade Federal do CearÃPrograma de PÃs-GraduaÃÃo em EducaÃÃoUFCBRPedagogia dos Multiletramentos Culturas juvenis Laptop educacional Projeto Um Computador Por Aluno UCAPedagogy of Multiliteracies Youth cultures Educational laptop UCAENSINO E APRENDIZAGEM NA SALA DE AULAThe research takes as its starting point the uses of laptops in the classroom, from Project One Computer per Student in the Middle and High School Flor de Maravilha in Fortaleza. Through an ethnographic approach (CLIFFORD, 2002; GEERTZ, 1989; DAMATTA, 1978; ANDRÃ, 2010, 1995), with multifaceted character (ARDOINO, 1995) we seek to listen the constellations of experiences that make up such âevents multiliteraciesâ at school when youth cultures deal with digital and communication technologies to answer the question: how the use of laptop, in the context of school, fosters youth multiliteracies experiences? Were taken as units of analysis, âevents of multiliteraciesâ involving reading situations, writing and photographic production, performed in 2013 in the 6th grade classes. The theoretical framework presents the main aspects Pedagogy of Multiliteracies (NEW LONDON GROUP, 1996; COPE; KALANTZIS, 2009; ROJO, 2012; 2013) and Youth Cultures (PAIS, 2003). For Pedagogy of Multiliteracies is necessary to articulate, in the learning process, the multiplicity of communication media and the cultural and linguistic diversity of students, recognizing their subjectivities. In view of the studies of Youth Cultures, the modes of being young are composed of multiple forms, whether in relations between peers, language, ways of dressing and behaving, which vary according to the socio-economic conditions of youths. The contribution of Mead (2006) is central to understanding that prevails in contemporary pre-figurative culture whose hallmark is the fact that adults learn from children, unlike the primitive cultures, post - figurative, where knowledge was transmitted from older to younger. The analysis of "events of multiliteracies" pointed, among other things, the importance of recognizing that new ways of learning are made possible by the use of computers in the classroom, from the dimensions of "contextualized learning" and "transformative practice" proposals by the Pedagogy of Multiliteracies; the computer in the classroom needs to be seen more as a social practice rather than technology (Rodrigues, 2009) and which is necessary to overcome the belief that children have an innate competence to deal with the technological artifacts (FANTIN, 2012; BUCKINGHAM , 2007).A pesquisa toma como ponto de partida o uso do laptop na sala de aula, a partir do Projeto Um Computador por Aluno, na Escola de Ensino Fundamental e MÃdio Flor de Maravilha, em Fortaleza. Mediante de uma abordagem etnogrÃfica (CLIFFORD, 2002; GEERTZ, 1989; DAMATTA, 1978; 2010; ANDRÃ, 1995), com carÃter multirreferencial (ARDOINO, 1995) procura-se auscultar as constelaÃÃes de experiÃncias que se compÃem como âeventos de multiletramentosâ na escola, quando as culturas juvenis lidam com as tecnologias digitais e comunicacionais para responder à pergunta: como o uso do laptop, no contexto da escola, favorece as experiÃncias de multiletramentos dos jovens? Foram tomados como unidades de anÃlise eventos de multiletramentos envolvendo situaÃÃes de leitura, escrita e produÃÃo fotogrÃfica, realizados em 2013 nas turmas dos 6 anos. O quadro teÃrico traz como principais vertentes a Pedagogia dos Multiletramentos (NEW LONDON GROUP, 1996; COPE; KALANTZIS, 2009; ROJO 2012; 2013) e das Culturas Juvenis (PAIS, 2003). Para a Pedagogia dos Multiletramentos, à preciso articular, na aprendizagem, a multiplicidade de canais de comunicaÃÃo e de mÃdias Ãs diversidades culturais e linguÃsticas dos estudantes, reconhecendo suas subjetividades. Na perspectiva dos estudos das Culturas Juvenis, os modos de ser jovem sÃo constituÃdos de mÃltiplas formas, seja nas relaÃÃes entre os pares, na linguagem, nas formas de vestir e de se comportar, que variam conforme as condiÃÃes socioeconÃmicas das juventudes. A contribuiÃÃo de Mead (2006) à central para compreender que na contemporaneidade predomina a cultura prÃ-figurativa cuja marca à o fato de os adultos aprenderem com as crianÃas, diferentemente das culturas primitivas, pÃs figurativas, em que o conhecimento era transmitido dos mais velhos para os mais jovens. A anÃlise dos âeventos de multiletramentosâ apontou, entre outras coisas, para a importÃncia de se reconhecer que novas formas de aprender sÃo possibilitadas pelo uso do computador na sala de aula, com suporte das dimensÃes da âaprendizagem contextualizadaâ e da âprÃtica transformadoraâ propostas pela Pedagogia dos Multiletramentos; que o computador na sala de aula precisa ser encarado mais como prÃtica social do que como tecnologia (RODRIGUES, 2009) e que à necessÃrio superar a crenÃa de que as crianÃas possuem uma competÃncia inata para lidar com os artefatos tecnolÃgicos (FANTIN, 2012; BUCKINGHAM, 2007).FundaÃÃo de Amparo à Pesquisa do Estado do CearÃnÃo hÃhttp://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13273application/pdfinfo:eu-repo/semantics/openAccessporreponame:Biblioteca Digital de Teses e Dissertações da UFCinstname:Universidade Federal do Cearáinstacron:UFC2019-01-21T11:26:32Zmail@mail.com - |
dc.title.en.fl_str_mv |
Multiliteracies mediated by the computer in the classroom : the perspective of youth culture in flux |
dc.title.alternative.pt.fl_str_mv |
Multiletramentos mediados pelo computador em sala de aula: a perspectiva das culturas juvenis em fluxo |
title |
Multiliteracies mediated by the computer in the classroom : the perspective of youth culture in flux |
spellingShingle |
Multiliteracies mediated by the computer in the classroom : the perspective of youth culture in flux Andrea Pinheiro Paiva Cavalcante Pedagogia dos Multiletramentos Culturas juvenis Laptop educacional Projeto Um Computador Por Aluno UCA Pedagogy of Multiliteracies Youth cultures Educational laptop UCA ENSINO E APRENDIZAGEM NA SALA DE AULA |
title_short |
Multiliteracies mediated by the computer in the classroom : the perspective of youth culture in flux |
title_full |
Multiliteracies mediated by the computer in the classroom : the perspective of youth culture in flux |
title_fullStr |
Multiliteracies mediated by the computer in the classroom : the perspective of youth culture in flux |
title_full_unstemmed |
Multiliteracies mediated by the computer in the classroom : the perspective of youth culture in flux |
title_sort |
Multiliteracies mediated by the computer in the classroom : the perspective of youth culture in flux |
author |
Andrea Pinheiro Paiva Cavalcante |
author_facet |
Andrea Pinheiro Paiva Cavalcante |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Josà Aires de Castro Filho |
dc.contributor.advisor1ID.fl_str_mv |
24207543368 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1001172700194924 |
dc.contributor.referee1.fl_str_mv |
Eduardo Santos Junqueira Rodrigues |
dc.contributor.referee1ID.fl_str_mv |
61950815668 |
dc.contributor.referee2.fl_str_mv |
Catarina Tereza Farias de Oliveira |
dc.contributor.referee2ID.fl_str_mv |
46389326300 |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1135381329909949 |
dc.contributor.referee3.fl_str_mv |
Ãngela Maria Bessa Linhares |
dc.contributor.referee3ID.fl_str_mv |
13659154334 |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/8381361724149467 |
dc.contributor.referee4.fl_str_mv |
MÃnica Fantin |
dc.contributor.referee4ID.fl_str_mv |
57926905968 |
dc.contributor.authorID.fl_str_mv |
28463099300 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6013088230083785 |
dc.contributor.author.fl_str_mv |
Andrea Pinheiro Paiva Cavalcante |
contributor_str_mv |
Josà Aires de Castro Filho Eduardo Santos Junqueira Rodrigues Catarina Tereza Farias de Oliveira Ãngela Maria Bessa Linhares MÃnica Fantin |
dc.subject.por.fl_str_mv |
Pedagogia dos Multiletramentos Culturas juvenis Laptop educacional Projeto Um Computador Por Aluno UCA |
topic |
Pedagogia dos Multiletramentos Culturas juvenis Laptop educacional Projeto Um Computador Por Aluno UCA Pedagogy of Multiliteracies Youth cultures Educational laptop UCA ENSINO E APRENDIZAGEM NA SALA DE AULA |
dc.subject.eng.fl_str_mv |
Pedagogy of Multiliteracies Youth cultures Educational laptop UCA |
dc.subject.cnpq.fl_str_mv |
ENSINO E APRENDIZAGEM NA SALA DE AULA |
dc.description.sponsorship.fl_txt_mv |
FundaÃÃo de Amparo à Pesquisa do Estado do Cearà nÃo hà |
dc.description.abstract.por.fl_txt_mv |
The research takes as its starting point the uses of laptops in the classroom, from Project One Computer per Student in the Middle and High School Flor de Maravilha in Fortaleza. Through an ethnographic approach (CLIFFORD, 2002; GEERTZ, 1989; DAMATTA, 1978; ANDRÃ, 2010, 1995), with multifaceted character (ARDOINO, 1995) we seek to listen the constellations of experiences that make up such âevents multiliteraciesâ at school when youth cultures deal with digital and communication technologies to answer the question: how the use of laptop, in the context of school, fosters youth multiliteracies experiences? Were taken as units of analysis, âevents of multiliteraciesâ involving reading situations, writing and photographic production, performed in 2013 in the 6th grade classes. The theoretical framework presents the main aspects Pedagogy of Multiliteracies (NEW LONDON GROUP, 1996; COPE; KALANTZIS, 2009; ROJO, 2012; 2013) and Youth Cultures (PAIS, 2003). For Pedagogy of Multiliteracies is necessary to articulate, in the learning process, the multiplicity of communication media and the cultural and linguistic diversity of students, recognizing their subjectivities. In view of the studies of Youth Cultures, the modes of being young are composed of multiple forms, whether in relations between peers, language, ways of dressing and behaving, which vary according to the socio-economic conditions of youths. The contribution of Mead (2006) is central to understanding that prevails in contemporary pre-figurative culture whose hallmark is the fact that adults learn from children, unlike the primitive cultures, post - figurative, where knowledge was transmitted from older to younger. The analysis of "events of multiliteracies" pointed, among other things, the importance of recognizing that new ways of learning are made possible by the use of computers in the classroom, from the dimensions of "contextualized learning" and "transformative practice" proposals by the Pedagogy of Multiliteracies; the computer in the classroom needs to be seen more as a social practice rather than technology (Rodrigues, 2009) and which is necessary to overcome the belief that children have an innate competence to deal with the technological artifacts (FANTIN, 2012; BUCKINGHAM , 2007). A pesquisa toma como ponto de partida o uso do laptop na sala de aula, a partir do Projeto Um Computador por Aluno, na Escola de Ensino Fundamental e MÃdio Flor de Maravilha, em Fortaleza. Mediante de uma abordagem etnogrÃfica (CLIFFORD, 2002; GEERTZ, 1989; DAMATTA, 1978; 2010; ANDRÃ, 1995), com carÃter multirreferencial (ARDOINO, 1995) procura-se auscultar as constelaÃÃes de experiÃncias que se compÃem como âeventos de multiletramentosâ na escola, quando as culturas juvenis lidam com as tecnologias digitais e comunicacionais para responder à pergunta: como o uso do laptop, no contexto da escola, favorece as experiÃncias de multiletramentos dos jovens? Foram tomados como unidades de anÃlise eventos de multiletramentos envolvendo situaÃÃes de leitura, escrita e produÃÃo fotogrÃfica, realizados em 2013 nas turmas dos 6 anos. O quadro teÃrico traz como principais vertentes a Pedagogia dos Multiletramentos (NEW LONDON GROUP, 1996; COPE; KALANTZIS, 2009; ROJO 2012; 2013) e das Culturas Juvenis (PAIS, 2003). Para a Pedagogia dos Multiletramentos, à preciso articular, na aprendizagem, a multiplicidade de canais de comunicaÃÃo e de mÃdias Ãs diversidades culturais e linguÃsticas dos estudantes, reconhecendo suas subjetividades. Na perspectiva dos estudos das Culturas Juvenis, os modos de ser jovem sÃo constituÃdos de mÃltiplas formas, seja nas relaÃÃes entre os pares, na linguagem, nas formas de vestir e de se comportar, que variam conforme as condiÃÃes socioeconÃmicas das juventudes. A contribuiÃÃo de Mead (2006) à central para compreender que na contemporaneidade predomina a cultura prÃ-figurativa cuja marca à o fato de os adultos aprenderem com as crianÃas, diferentemente das culturas primitivas, pÃs figurativas, em que o conhecimento era transmitido dos mais velhos para os mais jovens. A anÃlise dos âeventos de multiletramentosâ apontou, entre outras coisas, para a importÃncia de se reconhecer que novas formas de aprender sÃo possibilitadas pelo uso do computador na sala de aula, com suporte das dimensÃes da âaprendizagem contextualizadaâ e da âprÃtica transformadoraâ propostas pela Pedagogia dos Multiletramentos; que o computador na sala de aula precisa ser encarado mais como prÃtica social do que como tecnologia (RODRIGUES, 2009) e que à necessÃrio superar a crenÃa de que as crianÃas possuem uma competÃncia inata para lidar com os artefatos tecnolÃgicos (FANTIN, 2012; BUCKINGHAM, 2007). |
description |
The research takes as its starting point the uses of laptops in the classroom, from Project One Computer per Student in the Middle and High School Flor de Maravilha in Fortaleza. Through an ethnographic approach (CLIFFORD, 2002; GEERTZ, 1989; DAMATTA, 1978; ANDRÃ, 2010, 1995), with multifaceted character (ARDOINO, 1995) we seek to listen the constellations of experiences that make up such âevents multiliteraciesâ at school when youth cultures deal with digital and communication technologies to answer the question: how the use of laptop, in the context of school, fosters youth multiliteracies experiences? Were taken as units of analysis, âevents of multiliteraciesâ involving reading situations, writing and photographic production, performed in 2013 in the 6th grade classes. The theoretical framework presents the main aspects Pedagogy of Multiliteracies (NEW LONDON GROUP, 1996; COPE; KALANTZIS, 2009; ROJO, 2012; 2013) and Youth Cultures (PAIS, 2003). For Pedagogy of Multiliteracies is necessary to articulate, in the learning process, the multiplicity of communication media and the cultural and linguistic diversity of students, recognizing their subjectivities. In view of the studies of Youth Cultures, the modes of being young are composed of multiple forms, whether in relations between peers, language, ways of dressing and behaving, which vary according to the socio-economic conditions of youths. The contribution of Mead (2006) is central to understanding that prevails in contemporary pre-figurative culture whose hallmark is the fact that adults learn from children, unlike the primitive cultures, post - figurative, where knowledge was transmitted from older to younger. The analysis of "events of multiliteracies" pointed, among other things, the importance of recognizing that new ways of learning are made possible by the use of computers in the classroom, from the dimensions of "contextualized learning" and "transformative practice" proposals by the Pedagogy of Multiliteracies; the computer in the classroom needs to be seen more as a social practice rather than technology (Rodrigues, 2009) and which is necessary to overcome the belief that children have an innate competence to deal with the technological artifacts (FANTIN, 2012; BUCKINGHAM , 2007). |
publishDate |
2014 |
dc.date.issued.fl_str_mv |
2014-12-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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publishedVersion |
format |
doctoralThesis |
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http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13273 |
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http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13273 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Cearà |
dc.publisher.program.fl_str_mv |
Programa de PÃs-GraduaÃÃo em EducaÃÃo |
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UFC |
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BR |
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Universidade Federal do Cearà |
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Biblioteca Digital de Teses e Dissertações da UFC |
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Biblioteca Digital de Teses e Dissertações da UFC |
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Universidade Federal do Ceará |
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UFC |
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UFC |
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mail@mail.com |
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