REMEDIATION FROM PRINTED MEDIA TO DIGITAL NARRATIVES: AN ACTIVE METHODOLOGY PROPOSAL USING SCRATCH
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação em Revista |
Texto Completo: | https://periodicos.ufmg.br/index.php/edrevista/article/view/35770 |
Resumo: | This study was motivated by a concern with the recurrent reports of teachers who work in secondary and higher education regarding the students' deficiency with regard to natural language written in the standard norm and the organization of solutions to problems with the use of strategies associated with the Computational Thinking (CT). In this challenging context, an integrative literature review was carried out with the intention of analyzing the didactic sequences of works that involve the construction of multimodal narratives in elementary school, which work simultaneously with the development of written language and computational thinking, and classroom teachers were interviewed with the purpose of listening to their experiences regarding the investigated topic. As a result of the integrative literature review and interviews, a didactic sequence was proposed that includes remediation as the axis around which the natural language written in the standard norm is articulated with the authorship of digital narratives to promote the strengthening of natural language writing in the standard norm, the conscious use of linguistic variations, and the development of computational thinking. Exploratory interviews with classroom teachers had the participation of only four volunteers, which constitutes a limitation of this study. Finally, for future studies, it is considered important to apply the proposed didactic sequence in the classroom context for its validation and improvement. |
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REMEDIATION FROM PRINTED MEDIA TO DIGITAL NARRATIVES: AN ACTIVE METHODOLOGY PROPOSAL USING SCRATCHREMEDIACIÓN DE MEDIOS IMPRESOS PARA NARRATIVAS DIGITALES: UNA PROPUESTA DE METODOLOGÍA ACTIVA USANDO SCRATCHREMIDIAÇÃO DO MEIO IMPRESSO PARA NARRATIVAS DIGITAIS: UMA PROPOSTA DE METODOLOGIA ATIVA USANDO O SCRATCHnarrativas digitaisremidiaçãoScratchpensamento computacionallinguagem escritadigital narrativesremediationScratchcomputational thinkingwritten languagenarrativas digitalesremediaciónScratchpensamiento computacionallenguaje escritoThis study was motivated by a concern with the recurrent reports of teachers who work in secondary and higher education regarding the students' deficiency with regard to natural language written in the standard norm and the organization of solutions to problems with the use of strategies associated with the Computational Thinking (CT). In this challenging context, an integrative literature review was carried out with the intention of analyzing the didactic sequences of works that involve the construction of multimodal narratives in elementary school, which work simultaneously with the development of written language and computational thinking, and classroom teachers were interviewed with the purpose of listening to their experiences regarding the investigated topic. As a result of the integrative literature review and interviews, a didactic sequence was proposed that includes remediation as the axis around which the natural language written in the standard norm is articulated with the authorship of digital narratives to promote the strengthening of natural language writing in the standard norm, the conscious use of linguistic variations, and the development of computational thinking. Exploratory interviews with classroom teachers had the participation of only four volunteers, which constitutes a limitation of this study. Finally, for future studies, it is considered important to apply the proposed didactic sequence in the classroom context for its validation and improvement.Este estudio fue motivado por una preocupación por los reportes recurrentes de los docentes que laboran en la educación secundaria y superior sobre la deficiencia de los estudiantes con respecto al lenguaje natural escrito en la norma estándar y la organización de soluciones a problemas con el uso de estrategias associadas con el Pensamiento computacional (PC). En este contexto desafiante, se llevó a cabo una revisión integradora de la literatura con la intención de analizar las secuencias didácticas de trabajos que involucran la construcción de narrativas multimodales en la escuela primaria, que trabajan simultáneamente con el desarrollo del lenguaje escrito y el pensamiento computacional, y fueran entrevistados profesores con el propósito de escuchar sus vivencias con respecto al tema investigado. Como resultado de la revisión integradora de literatura y entrevistas, se propuso una secuencia didáctica que incluye la remediación como eje alrededor del cual se articula el lenguaje natural escrito en la norma estándar con la autoría de narrativas digitales para promover el fortalecimiento de la escritura en lenguaje natural en la norma estándar, el uso consciente de variaciones lingüísticas y el desarrollo del pensamiento computacional. Las entrevistas exploratorias con los docentes contaron con la participación de solo cuatro voluntarios, lo que constituye una limitación de este estudio. Finalmente, para estudios futuros, se considera importante aplicar la secuencia didáctica propuesta en el contexto del aula para su validación y mejoraEste estudo foi motivado por uma inquietação diante dos recorrentes relatos de docentes que atuam no ensino médio e superior quanto à deficiência dos estudantes no que diz respeito à linguagem natural escrita na norma padrão e à organização de soluções para problemas com o uso de estratégias associadas ao pensamento computacional (PC). Diante desse contexto desafiador, realizou-se uma revisão integrativa de literatura com a intenção de analisar as sequências didáticas de trabalhos que envolvem a construção de narrativas multimodais no ensino fundamental, as quais trabalham simultaneamente o desenvolvimento da linguagem escrita e do pensamento computacional, sendo também entrevistados professores de sala de aula com o propósito de ouvir suas vivências a respeito do tema investigado. Como resultado da revisão integrativa de literatura e das entrevistas, propôs-se uma sequência didática que inclui a remidiação como o eixo em torno do qual a linguagem natural escrita na norma padrão se articula com a autoria de narrativas digitais para promover o fortalecimento da linguagem natural escrita na norma padrão, o uso consciente de variações linguísticas e o desenvolvimento do pensamento computacional. As entrevistas exploratórias com professores de sala de aula contaram com a participação de somente quatro voluntários, o que constitui uma limitação deste estudo. Por fim, para estudos futuros, considera-se importante a aplicação da sequência didática proposta em contexto de sala de aula para sua validação e aperfeiçoamento.Educação em Revista 2023-02-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por parestextoAvaliado por Parestextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/35770Educação em Revista ; v. 38 (2022)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/edrevista/article/view/35770/36698https://periodicos.ufmg.br/index.php/edrevista/article/view/35770/36699Copyright (c) 2023 Educação em Revista https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMagalhães Foohs, MarceloMartins Giraffa, Lucia Maria2023-02-10T13:10:19Zoai:periodicos.ufmg.br:article/35770Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2023-02-10T13:10:19Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
REMEDIATION FROM PRINTED MEDIA TO DIGITAL NARRATIVES: AN ACTIVE METHODOLOGY PROPOSAL USING SCRATCH REMEDIACIÓN DE MEDIOS IMPRESOS PARA NARRATIVAS DIGITALES: UNA PROPUESTA DE METODOLOGÍA ACTIVA USANDO SCRATCH REMIDIAÇÃO DO MEIO IMPRESSO PARA NARRATIVAS DIGITAIS: UMA PROPOSTA DE METODOLOGIA ATIVA USANDO O SCRATCH |
title |
REMEDIATION FROM PRINTED MEDIA TO DIGITAL NARRATIVES: AN ACTIVE METHODOLOGY PROPOSAL USING SCRATCH |
spellingShingle |
REMEDIATION FROM PRINTED MEDIA TO DIGITAL NARRATIVES: AN ACTIVE METHODOLOGY PROPOSAL USING SCRATCH Magalhães Foohs, Marcelo narrativas digitais remidiação Scratch pensamento computacional linguagem escrita digital narratives remediation Scratch computational thinking written language narrativas digitales remediación Scratch pensamiento computacional lenguaje escrito |
title_short |
REMEDIATION FROM PRINTED MEDIA TO DIGITAL NARRATIVES: AN ACTIVE METHODOLOGY PROPOSAL USING SCRATCH |
title_full |
REMEDIATION FROM PRINTED MEDIA TO DIGITAL NARRATIVES: AN ACTIVE METHODOLOGY PROPOSAL USING SCRATCH |
title_fullStr |
REMEDIATION FROM PRINTED MEDIA TO DIGITAL NARRATIVES: AN ACTIVE METHODOLOGY PROPOSAL USING SCRATCH |
title_full_unstemmed |
REMEDIATION FROM PRINTED MEDIA TO DIGITAL NARRATIVES: AN ACTIVE METHODOLOGY PROPOSAL USING SCRATCH |
title_sort |
REMEDIATION FROM PRINTED MEDIA TO DIGITAL NARRATIVES: AN ACTIVE METHODOLOGY PROPOSAL USING SCRATCH |
author |
Magalhães Foohs, Marcelo |
author_facet |
Magalhães Foohs, Marcelo Martins Giraffa, Lucia Maria |
author_role |
author |
author2 |
Martins Giraffa, Lucia Maria |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Magalhães Foohs, Marcelo Martins Giraffa, Lucia Maria |
dc.subject.por.fl_str_mv |
narrativas digitais remidiação Scratch pensamento computacional linguagem escrita digital narratives remediation Scratch computational thinking written language narrativas digitales remediación Scratch pensamiento computacional lenguaje escrito |
topic |
narrativas digitais remidiação Scratch pensamento computacional linguagem escrita digital narratives remediation Scratch computational thinking written language narrativas digitales remediación Scratch pensamiento computacional lenguaje escrito |
description |
This study was motivated by a concern with the recurrent reports of teachers who work in secondary and higher education regarding the students' deficiency with regard to natural language written in the standard norm and the organization of solutions to problems with the use of strategies associated with the Computational Thinking (CT). In this challenging context, an integrative literature review was carried out with the intention of analyzing the didactic sequences of works that involve the construction of multimodal narratives in elementary school, which work simultaneously with the development of written language and computational thinking, and classroom teachers were interviewed with the purpose of listening to their experiences regarding the investigated topic. As a result of the integrative literature review and interviews, a didactic sequence was proposed that includes remediation as the axis around which the natural language written in the standard norm is articulated with the authorship of digital narratives to promote the strengthening of natural language writing in the standard norm, the conscious use of linguistic variations, and the development of computational thinking. Exploratory interviews with classroom teachers had the participation of only four volunteers, which constitutes a limitation of this study. Finally, for future studies, it is considered important to apply the proposed didactic sequence in the classroom context for its validation and improvement. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-02-10 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer reviewed Revisado por pares texto Avaliado por Pares texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufmg.br/index.php/edrevista/article/view/35770 |
url |
https://periodicos.ufmg.br/index.php/edrevista/article/view/35770 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/edrevista/article/view/35770/36698 https://periodicos.ufmg.br/index.php/edrevista/article/view/35770/36699 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Educação em Revista https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Educação em Revista https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Educação em Revista |
publisher.none.fl_str_mv |
Educação em Revista |
dc.source.none.fl_str_mv |
Educação em Revista ; v. 38 (2022) 1982-6621 0102-4698 reponame:Educação em Revista instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Educação em Revista |
collection |
Educação em Revista |
repository.name.fl_str_mv |
Educação em Revista - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
||sergiocirino99@yahoo.com|| revista@fae.ufmg.br |
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1799711123199492096 |