Letramentos digitais em narrativas de estudantes de licenciatura em pedagogia EaD
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3959 |
Resumo: | This Master’s thesis presents the results of research carried out in the graduate program about education (PPGE), from federal university of Mato Grosso (UFMT), in the school organization research line, training and pedagogical practices, within the research group Information Laboratory of Studies on Information and Communication Technology in Education (LêTece). The communication process with the use of digital Technologies on education has been going through significant changes, mainly in distance education (EaD) wo seeks support for digital cultural artifacts to break with logic of time and space historically built. The hibridization of digital Technologies has provided a great mobility in everyday communication practices and has allowed to enlarge the discussion about such concepts and their relationships with education. In this direction the study had as a problem: digital literacies (LD) are required for undergraduate students, distance mode, can act competently in the course mediated by learning environment (AVA)? Looking for answers to such a question the purpose of the research is to understand about uses and appropriations of tecnologies in digital narratives of the students in the class 1/2017, in the pedagogy course, distance modality NEAD-UFMT, Pole of Juara, relating to digital literacies (LD), in a social perspective and critical approach through the ideological model. The investigation is based on the qualitative research approach (DENZIN E LINCOLN, 2006), and inspiration the research methodology of search-formation in cyberculture (SANTOS, 2014). The option for this kind of metodology was to provide a dialogical movement to research and graduate and research, graduate and graduate the others at the same time, imbricate in the social relation and pedagogical- didactics with the search object. The theoretical framework to discuss cyberculture, digital tecnologies, online education, digital literacies was based on authors like Street (2014), Buzato (2009), Santos (2012), Souza (2016) and others. Beyond the bibliographic study, two systematic literature reviews were performed, to broaden the look on the brazilian searches in education, cyberculture, teacher training and digital literacies (LD). The document analysis was based on the pedagogical course Project quoted, and student memories and student-produced blog narratives on two AVA interfaces, composing the “corpus” of study analysis in this study. The results show that the materialized curriculum in the PPC of the course don’t include a Specific module or discipline to work using digital technologies in AVA. But there is however, the formation, “Introduction to the virtual learning environment Moodle”, that precedes curriculum subjects with potencial to mobilize, at least, two dimensions from the digital literacies, the functional and communicational. The student’s memories – written narratives – made by students in the beginning of the course, mention the use of technologies such as the mimeograph, use of lan house, cell phones, notebooks, and social networks like facebook and WhatsApp, as well as unfamiliarity and difficulties in the use of digital technologies and virtual platforms during the school formation that preceded the course.In blog narratives, the students raised questions about computer access, cell phone and internet and the gradual acquisition of new technological artifacts for more intense use in the course and in your daily social practices. The WhatsApp, the telegram and the e-mail were the mediating devices in the teaching-learning process in addition to AVA during the course. The research demonstrated that the practices of using digital technologies throughout the course has been mobilizing knowlodge that has gone beyond the functional communicational dimensions, reaching other dimensions such as informational, social, self-management, self-direction, cognitive, online communication, as well as other languages, modes of expression and interaction that emerged like ubiquitous communication, the multimodality, the fake news, the games and the avatars, being possible to understand that the daily appropriations with the use of TD potentialize and expand the LD in the social and educative practices. |
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Letramentos digitais em narrativas de estudantes de licenciatura em pedagogia EaDCultura digitalEaDEducação onlineTecnologias digitaisLetramentos digitaisNarrativasCNPQ::CIENCIAS HUMANAS::EDUCACAOCybercultureEaDOnline educationDigital tecnologiesDigital letramentsNarrativesThis Master’s thesis presents the results of research carried out in the graduate program about education (PPGE), from federal university of Mato Grosso (UFMT), in the school organization research line, training and pedagogical practices, within the research group Information Laboratory of Studies on Information and Communication Technology in Education (LêTece). The communication process with the use of digital Technologies on education has been going through significant changes, mainly in distance education (EaD) wo seeks support for digital cultural artifacts to break with logic of time and space historically built. The hibridization of digital Technologies has provided a great mobility in everyday communication practices and has allowed to enlarge the discussion about such concepts and their relationships with education. In this direction the study had as a problem: digital literacies (LD) are required for undergraduate students, distance mode, can act competently in the course mediated by learning environment (AVA)? Looking for answers to such a question the purpose of the research is to understand about uses and appropriations of tecnologies in digital narratives of the students in the class 1/2017, in the pedagogy course, distance modality NEAD-UFMT, Pole of Juara, relating to digital literacies (LD), in a social perspective and critical approach through the ideological model. The investigation is based on the qualitative research approach (DENZIN E LINCOLN, 2006), and inspiration the research methodology of search-formation in cyberculture (SANTOS, 2014). The option for this kind of metodology was to provide a dialogical movement to research and graduate and research, graduate and graduate the others at the same time, imbricate in the social relation and pedagogical- didactics with the search object. The theoretical framework to discuss cyberculture, digital tecnologies, online education, digital literacies was based on authors like Street (2014), Buzato (2009), Santos (2012), Souza (2016) and others. Beyond the bibliographic study, two systematic literature reviews were performed, to broaden the look on the brazilian searches in education, cyberculture, teacher training and digital literacies (LD). The document analysis was based on the pedagogical course Project quoted, and student memories and student-produced blog narratives on two AVA interfaces, composing the “corpus” of study analysis in this study. The results show that the materialized curriculum in the PPC of the course don’t include a Specific module or discipline to work using digital technologies in AVA. But there is however, the formation, “Introduction to the virtual learning environment Moodle”, that precedes curriculum subjects with potencial to mobilize, at least, two dimensions from the digital literacies, the functional and communicational. The student’s memories – written narratives – made by students in the beginning of the course, mention the use of technologies such as the mimeograph, use of lan house, cell phones, notebooks, and social networks like facebook and WhatsApp, as well as unfamiliarity and difficulties in the use of digital technologies and virtual platforms during the school formation that preceded the course.In blog narratives, the students raised questions about computer access, cell phone and internet and the gradual acquisition of new technological artifacts for more intense use in the course and in your daily social practices. The WhatsApp, the telegram and the e-mail were the mediating devices in the teaching-learning process in addition to AVA during the course. The research demonstrated that the practices of using digital technologies throughout the course has been mobilizing knowlodge that has gone beyond the functional communicational dimensions, reaching other dimensions such as informational, social, self-management, self-direction, cognitive, online communication, as well as other languages, modes of expression and interaction that emerged like ubiquitous communication, the multimodality, the fake news, the games and the avatars, being possible to understand that the daily appropriations with the use of TD potentialize and expand the LD in the social and educative practices.Esta dissertação de Mestrado apresenta os resultados da pesquisa realizada no Programa de Pós- Graduação em Educação (PPGE), da Universidade Federal de Mato Grosso (UFMT), na linha de pesquisa Organização Escolar, Formação e Práticas Pedagógicas, no âmbito do Grupo de Pesquisa Laboratório de Estudos sobre Tecnologias da Informação e Comunicação na Educação (LêTece). O processo de comunicação com o uso de tecnologias digitais na educação tem passado por mudanças significativas, principalmente na Educação a Distância (EaD), que busca apoio nos artefatos culturais digitais para romper com a lógica de tempo e espaço historicamente construídos. A hibridização de tecnologias digitais tem proporcionado grande mobilidade nas práticas cotidianas de comunicação permitido ampliar a discussão acerca de tais conceitos e suas relações com a educação. Nessa direção, este estudo levanta a seguinte questão: que letramentos digitais (LD) são necessários para que estudantes de licenciatura, na modalidade a distância, possam atuar de maneira competente no curso mediados por ambiente virtual de aprendizagem (AVA)? Em busca de respostas para tal questão, a pesquisa visa compreender os usos e as apropriações de tecnologias nas narrativas digitais dos estudantes da turma 2017/1 do curso de Pedagogia, modalidade a distância NEAD/UFMT - polo de Juara, relacionando aos letramentos digitais em uma perspectiva social e abordagem crítica pelo viés do modelo ideológico. A investigação apoia-se na abordagem de pesquisa qualitativa (DENZIN; LINCOLN, 2006) e se inspira na metodologia de pesquisa-formação na cibercultura (SANTOS, 2014), por propiciar um movimento dialógico de pesquisar, formar-se e formar o outro ao mesmo tempo, na relação social e didático- pedagógica com o objeto de pesquisa. O referencial teórico para discutir cultura digital, tecnologias digitais, educação on-line, letramentos digitais teve como base autores como Street (2014), Buzato (2009), Santos (2012), Souza (2016) e outros. Além do estudo bibliográfico, foram realizadas duas revisões sistemáticas para ampliar o olhar sobre as pesquisas brasileiras no campo da educação, cultura digital, formação de professores e letramentos digitais. A análise documental foi realizada no projeto pedagógico do curso, nas Memórias de Estudante e Narrativas em Blog, produzidas pelos estudantes em duas interfaces do AVA, compondo o corpus de análise neste estudo. Os resultados apontam que o currículo materializado no PPC do curso não contempla um módulo ou uma disciplina específica para trabalhar o uso de tecnologias digitais em AVA. Mas há, contudo, a formação “Introdução ao Ambiente Virtual de Aprendizagem Moodle”, que antecede as disciplinas do currículo com potencial para mobilizar, pelo menos, duas dimensões dos letramentos digitais, a funcional e a comunicacional. As memórias de estudante — narrativas escritas — realizadas pelos estudantes no início do curso, fazem menção ao uso de tecnologias como o mimeógrafo, uso de lan house, celulares, notebooks e redes sociais como o Facebook e WhatsApp, bem como a não familiaridade e as dificuldades no uso de tecnologias digitais e plataformas virtuais durante a formação escolar que antecedeu o curso. Nas Narrativas em Blog, as/os estudantes trouxeram questões sobre acesso limitado a computador, celular e internet e a gradativa aquisição de novos artefatos tecnológicos para uso mais intenso no curso e em suas práticas sociais cotidianas. O WhatsApp, o Telegram e o e-mail foram os dispositivos mediadores no processo ensino aprendizagem em acréscimo ao AVA durante o curso. A pesquisa demonstrou que as práticas de uso de tecnologias digitais no decorrer do curso vem mobilizando conhecimentos que extrapolaram as dimensões funcionais, comunicacionais, alcançando outras dimensões como a informacional, social, autogestão, autodireção, cognitiva, comunicação on-line, bem como outras linguagens, modos de expressão e interação que emergiram, como a comunicação ubíqua, a multimodalidade, as fake news, os games e os avatares, sendo possível compreender que as apropriações cotidianas com o uso de TD potencializam e ampliam os LD nas práticas educativas e sociais.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoSouza, Terezinha Fernandes Martins dehttp://lattes.cnpq.br/4491000679954389Souza, Terezinha Fernandes Martins de762.080.871-04http://lattes.cnpq.br/4491000679954389Alonso, Kátia Morosov654.466.741-20http://lattes.cnpq.br/3326858103129656762.080.871-04Cruz, Dulce Márcia345.924.586-72http://lattes.cnpq.br/1543348404865052Silva, Iracema Cristina Fernandes da2023-04-03T14:50:41Z2020-03-132023-04-03T14:50:41Z2020-02-04info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSILVA, Iracema Cristina Fernandes da. Letramentos digitais em narrativas de estudantes de licenciatura em pedagogia EaD. 2020. 128 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020.http://ri.ufmt.br/handle/1/3959porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-04-05T07:17:34Zoai:localhost:1/3959Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-04-05T07:17:34Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Letramentos digitais em narrativas de estudantes de licenciatura em pedagogia EaD |
title |
Letramentos digitais em narrativas de estudantes de licenciatura em pedagogia EaD |
spellingShingle |
Letramentos digitais em narrativas de estudantes de licenciatura em pedagogia EaD Silva, Iracema Cristina Fernandes da Cultura digital EaD Educação online Tecnologias digitais Letramentos digitais Narrativas CNPQ::CIENCIAS HUMANAS::EDUCACAO Cyberculture EaD Online education Digital tecnologies Digital letraments Narratives |
title_short |
Letramentos digitais em narrativas de estudantes de licenciatura em pedagogia EaD |
title_full |
Letramentos digitais em narrativas de estudantes de licenciatura em pedagogia EaD |
title_fullStr |
Letramentos digitais em narrativas de estudantes de licenciatura em pedagogia EaD |
title_full_unstemmed |
Letramentos digitais em narrativas de estudantes de licenciatura em pedagogia EaD |
title_sort |
Letramentos digitais em narrativas de estudantes de licenciatura em pedagogia EaD |
author |
Silva, Iracema Cristina Fernandes da |
author_facet |
Silva, Iracema Cristina Fernandes da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Souza, Terezinha Fernandes Martins de http://lattes.cnpq.br/4491000679954389 Souza, Terezinha Fernandes Martins de 762.080.871-04 http://lattes.cnpq.br/4491000679954389 Alonso, Kátia Morosov 654.466.741-20 http://lattes.cnpq.br/3326858103129656 762.080.871-04 Cruz, Dulce Márcia 345.924.586-72 http://lattes.cnpq.br/1543348404865052 |
dc.contributor.author.fl_str_mv |
Silva, Iracema Cristina Fernandes da |
dc.subject.por.fl_str_mv |
Cultura digital EaD Educação online Tecnologias digitais Letramentos digitais Narrativas CNPQ::CIENCIAS HUMANAS::EDUCACAO Cyberculture EaD Online education Digital tecnologies Digital letraments Narratives |
topic |
Cultura digital EaD Educação online Tecnologias digitais Letramentos digitais Narrativas CNPQ::CIENCIAS HUMANAS::EDUCACAO Cyberculture EaD Online education Digital tecnologies Digital letraments Narratives |
description |
This Master’s thesis presents the results of research carried out in the graduate program about education (PPGE), from federal university of Mato Grosso (UFMT), in the school organization research line, training and pedagogical practices, within the research group Information Laboratory of Studies on Information and Communication Technology in Education (LêTece). The communication process with the use of digital Technologies on education has been going through significant changes, mainly in distance education (EaD) wo seeks support for digital cultural artifacts to break with logic of time and space historically built. The hibridization of digital Technologies has provided a great mobility in everyday communication practices and has allowed to enlarge the discussion about such concepts and their relationships with education. In this direction the study had as a problem: digital literacies (LD) are required for undergraduate students, distance mode, can act competently in the course mediated by learning environment (AVA)? Looking for answers to such a question the purpose of the research is to understand about uses and appropriations of tecnologies in digital narratives of the students in the class 1/2017, in the pedagogy course, distance modality NEAD-UFMT, Pole of Juara, relating to digital literacies (LD), in a social perspective and critical approach through the ideological model. The investigation is based on the qualitative research approach (DENZIN E LINCOLN, 2006), and inspiration the research methodology of search-formation in cyberculture (SANTOS, 2014). The option for this kind of metodology was to provide a dialogical movement to research and graduate and research, graduate and graduate the others at the same time, imbricate in the social relation and pedagogical- didactics with the search object. The theoretical framework to discuss cyberculture, digital tecnologies, online education, digital literacies was based on authors like Street (2014), Buzato (2009), Santos (2012), Souza (2016) and others. Beyond the bibliographic study, two systematic literature reviews were performed, to broaden the look on the brazilian searches in education, cyberculture, teacher training and digital literacies (LD). The document analysis was based on the pedagogical course Project quoted, and student memories and student-produced blog narratives on two AVA interfaces, composing the “corpus” of study analysis in this study. The results show that the materialized curriculum in the PPC of the course don’t include a Specific module or discipline to work using digital technologies in AVA. But there is however, the formation, “Introduction to the virtual learning environment Moodle”, that precedes curriculum subjects with potencial to mobilize, at least, two dimensions from the digital literacies, the functional and communicational. The student’s memories – written narratives – made by students in the beginning of the course, mention the use of technologies such as the mimeograph, use of lan house, cell phones, notebooks, and social networks like facebook and WhatsApp, as well as unfamiliarity and difficulties in the use of digital technologies and virtual platforms during the school formation that preceded the course.In blog narratives, the students raised questions about computer access, cell phone and internet and the gradual acquisition of new technological artifacts for more intense use in the course and in your daily social practices. The WhatsApp, the telegram and the e-mail were the mediating devices in the teaching-learning process in addition to AVA during the course. The research demonstrated that the practices of using digital technologies throughout the course has been mobilizing knowlodge that has gone beyond the functional communicational dimensions, reaching other dimensions such as informational, social, self-management, self-direction, cognitive, online communication, as well as other languages, modes of expression and interaction that emerged like ubiquitous communication, the multimodality, the fake news, the games and the avatars, being possible to understand that the daily appropriations with the use of TD potentialize and expand the LD in the social and educative practices. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-03-13 2020-02-04 2023-04-03T14:50:41Z 2023-04-03T14:50:41Z |
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.uri.fl_str_mv |
SILVA, Iracema Cristina Fernandes da. Letramentos digitais em narrativas de estudantes de licenciatura em pedagogia EaD. 2020. 128 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020. http://ri.ufmt.br/handle/1/3959 |
identifier_str_mv |
SILVA, Iracema Cristina Fernandes da. Letramentos digitais em narrativas de estudantes de licenciatura em pedagogia EaD. 2020. 128 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020. |
url |
http://ri.ufmt.br/handle/1/3959 |
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por |
language |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
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Universidade Federal de Mato Grosso (UFMT) |
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UFMT |
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UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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