Socioconstructivism, literacy and working with ICTs during the Coronavirus pandemic in 2020
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Texto livre |
Texto Completo: | https://periodicos.ufmg.br/index.php/textolivre/article/view/34333 |
Resumo: | This paper intends to discuss the positive and negative points of the literacy teaching-learning work (MORAIS, 2013; 2014) during the coronavirus pandemic in 2020 from the point of view of a socio-constructivist theory (VYGOTSKY, 1991). Thus, specifically, we intend to discuss how the use of different Information and Communication Technologies (ICTs) impacts on the development of reading and writing in the children's literacy phase, especially which are the roles and actors of this process and how the student' proximal development zone (PDZ) is verified. The results show that a negative point of the exclusive use of ICTs in teaching, both in synchronous and asynchronous activities, is the difficulty in diagnosing the students' level of learning. After all, through face-to-face teaching, it is possible to check the student's progress during the literacy process and, thus, diagnose the development of the PDZ by several ways. A positive point is the valorization of the student's autonomy in the teaching-learning process of reading and writing. As a result, there is also an appreciation of the teacher's mediating role. In addition, family members (parents, grandparents, etc.) who have accompanied this child during remote classes have also started to act, as well as teachers, as mediators in the teaching-learning process. |
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Socioconstructivism, literacy and working with ICTs during the Coronavirus pandemic in 2020O socioconstrutivismo, a literacia e o trabalho com TICs durante a pandemia de Coronavírus em 2020LiteraciaEnsino remotoSocioconstrutivismoLiteracyRemote teachingSocioconstructivismThis paper intends to discuss the positive and negative points of the literacy teaching-learning work (MORAIS, 2013; 2014) during the coronavirus pandemic in 2020 from the point of view of a socio-constructivist theory (VYGOTSKY, 1991). Thus, specifically, we intend to discuss how the use of different Information and Communication Technologies (ICTs) impacts on the development of reading and writing in the children's literacy phase, especially which are the roles and actors of this process and how the student' proximal development zone (PDZ) is verified. The results show that a negative point of the exclusive use of ICTs in teaching, both in synchronous and asynchronous activities, is the difficulty in diagnosing the students' level of learning. After all, through face-to-face teaching, it is possible to check the student's progress during the literacy process and, thus, diagnose the development of the PDZ by several ways. A positive point is the valorization of the student's autonomy in the teaching-learning process of reading and writing. As a result, there is also an appreciation of the teacher's mediating role. In addition, family members (parents, grandparents, etc.) who have accompanied this child during remote classes have also started to act, as well as teachers, as mediators in the teaching-learning process.Este artigo busca discutir os pontos positivos e negativos do trabalho de ensino-aprendizagem da literacia (MORAIS, 2013; 2014) durante a pandemia de coronavírus em 2020 de um ponto de vista de uma teoria socioconstrutivista (VYGOTSKY, 1991). Assim, especificamente, buscamos discutir como a utilização de diferentes Tecnologias da Informação e Comunicação (TICs) exerce influência no desenvolvimento da leitura e da escrita, na fase de alfabetização de crianças, especialmente quais os papéis e os atores desse processo e como se verifica o alcance da zona de desenvolvimento proximal (ZDP) do discente. Um dos pontos negativos do uso exclusivo de TICs no ensino, tanto em atividades síncronas como assíncronas, é a dificuldade de diagnóstico do nível de aprendizagem dos discentes. Afinal, por meio do ensino presencial, é possível acompanhar o progresso do aluno durante o processo de alfabetização e, assim, verificar o desenvolvimento da ZDP de diversas formas. Um dos pontos positivos do uso de TICs é a valorização da autonomia do discente no processo de ensino-aprendizagem de leitura e de escrita e, assim, também ocorre o reconhecimento do papel de mediador do docente. Além disso, os familiares (pais, avós, irmãos, etc.) que acompanham essa criança durante as aulas remotas também passam a atuar em certa medida, assim como os docentes, como mediadores do processo de ensino-aprendizagem.Universidade Federal de Minas Gerais2021-07-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/textolivre/article/view/3433310.35699/1983-3652.2021.34333Texto Livre; Vol. 14 No. 2 (2021): Tecnología educativa para la agenda 2030: Objetivos de Desarrollo Sostenible (ODS) ante la pandemia; e34333Texto Livre; Vol. 14 Núm. 2 (2021): Tecnología educativa para la agenda 2030: Objetivos de Desarrollo Sostenible (ODS) ante la pandemia; e34333Texto Livre; Vol. 14 No 2 (2021): Tecnología educativa para la agenda 2030: Objetivos de Desarrollo Sostenible (ODS) ante la pandemia; e34333Texto Livre; v. 14 n. 2 (2021): Tecnología educativa para la agenda 2030: Objetivos de Desarrollo Sostenible (ODS) ante la pandemia; e343331983-3652reponame:Texto livreinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/textolivre/article/view/34333/27615Copyright (c) 2021 Texto Livre: Linguagem e Tecnologiahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFonseca, Janete Rosa da Teixeira, Lovania Roehrig Carmona, David Arenas 2022-03-24T10:52:52Zoai:periodicos.ufmg.br:article/34333Revistahttp://www.periodicos.letras.ufmg.br/index.php/textolivrePUBhttps://periodicos.ufmg.br/index.php/textolivre/oairevistatextolivre@letras.ufmg.br1983-36521983-3652opendoar:2022-03-24T10:52:52Texto livre - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
Socioconstructivism, literacy and working with ICTs during the Coronavirus pandemic in 2020 O socioconstrutivismo, a literacia e o trabalho com TICs durante a pandemia de Coronavírus em 2020 |
title |
Socioconstructivism, literacy and working with ICTs during the Coronavirus pandemic in 2020 |
spellingShingle |
Socioconstructivism, literacy and working with ICTs during the Coronavirus pandemic in 2020 Fonseca, Janete Rosa da Literacia Ensino remoto Socioconstrutivismo Literacy Remote teaching Socioconstructivism |
title_short |
Socioconstructivism, literacy and working with ICTs during the Coronavirus pandemic in 2020 |
title_full |
Socioconstructivism, literacy and working with ICTs during the Coronavirus pandemic in 2020 |
title_fullStr |
Socioconstructivism, literacy and working with ICTs during the Coronavirus pandemic in 2020 |
title_full_unstemmed |
Socioconstructivism, literacy and working with ICTs during the Coronavirus pandemic in 2020 |
title_sort |
Socioconstructivism, literacy and working with ICTs during the Coronavirus pandemic in 2020 |
author |
Fonseca, Janete Rosa da |
author_facet |
Fonseca, Janete Rosa da Teixeira, Lovania Roehrig Carmona, David Arenas |
author_role |
author |
author2 |
Teixeira, Lovania Roehrig Carmona, David Arenas |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Fonseca, Janete Rosa da Teixeira, Lovania Roehrig Carmona, David Arenas |
dc.subject.por.fl_str_mv |
Literacia Ensino remoto Socioconstrutivismo Literacy Remote teaching Socioconstructivism |
topic |
Literacia Ensino remoto Socioconstrutivismo Literacy Remote teaching Socioconstructivism |
description |
This paper intends to discuss the positive and negative points of the literacy teaching-learning work (MORAIS, 2013; 2014) during the coronavirus pandemic in 2020 from the point of view of a socio-constructivist theory (VYGOTSKY, 1991). Thus, specifically, we intend to discuss how the use of different Information and Communication Technologies (ICTs) impacts on the development of reading and writing in the children's literacy phase, especially which are the roles and actors of this process and how the student' proximal development zone (PDZ) is verified. The results show that a negative point of the exclusive use of ICTs in teaching, both in synchronous and asynchronous activities, is the difficulty in diagnosing the students' level of learning. After all, through face-to-face teaching, it is possible to check the student's progress during the literacy process and, thus, diagnose the development of the PDZ by several ways. A positive point is the valorization of the student's autonomy in the teaching-learning process of reading and writing. As a result, there is also an appreciation of the teacher's mediating role. In addition, family members (parents, grandparents, etc.) who have accompanied this child during remote classes have also started to act, as well as teachers, as mediators in the teaching-learning process. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-02 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufmg.br/index.php/textolivre/article/view/34333 10.35699/1983-3652.2021.34333 |
url |
https://periodicos.ufmg.br/index.php/textolivre/article/view/34333 |
identifier_str_mv |
10.35699/1983-3652.2021.34333 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/textolivre/article/view/34333/27615 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Texto Livre: Linguagem e Tecnologia https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Texto Livre: Linguagem e Tecnologia https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
dc.source.none.fl_str_mv |
Texto Livre; Vol. 14 No. 2 (2021): Tecnología educativa para la agenda 2030: Objetivos de Desarrollo Sostenible (ODS) ante la pandemia; e34333 Texto Livre; Vol. 14 Núm. 2 (2021): Tecnología educativa para la agenda 2030: Objetivos de Desarrollo Sostenible (ODS) ante la pandemia; e34333 Texto Livre; Vol. 14 No 2 (2021): Tecnología educativa para la agenda 2030: Objetivos de Desarrollo Sostenible (ODS) ante la pandemia; e34333 Texto Livre; v. 14 n. 2 (2021): Tecnología educativa para la agenda 2030: Objetivos de Desarrollo Sostenible (ODS) ante la pandemia; e34333 1983-3652 reponame:Texto livre instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Texto livre |
collection |
Texto livre |
repository.name.fl_str_mv |
Texto livre - Universidade Federal de Minas Gerais (UFMG) |
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revistatextolivre@letras.ufmg.br |
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1799711143514603520 |