LETRAMENTO DIGITAL: INSERÇÕES TECNOLÓGICAS NO CONTEXTO FORMADOR DO PEDAGOGO
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Universidade Franciscana |
Texto Completo: | http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/883 |
Resumo: | We are inserted in the digital age, of information and knowledge, which is less favoring manual labor and demanding more our ability to use the brain, human capacities to think, act, analyze and discern what is accessed through the WEB. Teaching in this age requires teachers to be prepared to develop digital literacy in the classroom. Thinking about the exposed context, this dissertation has as its theme the digital literacy from technological insertions in the pedagogue educational context. Like this, started by the following question-problem: how does the curriculum of a pedagogy course contemplate the study of digital information and communication technologies, and contributes to digital literacy in the initial training of a pedagogue? To this end, this study aims to analyze the curriculum of a pedagogy course with an emphasis on how the Digital Technologies of Information and Communication (DTIC) are used for the development of digital literacy in the formation of the future pedagogue. The methodology used was the qualitative, descriptive and transversal research, characterized as a case study, which used document analysis, questionnaires and content analysis as a way of acquiring knowledge. The documentary analysis included the study of the curriculum matrix of the pedagogy course; and the questionnaires, applied to students graduating from a pedagogy course, were conducted with open questions, and were completed without the interference of the researcher. For data analysis, the content analysis technique proposed by Bardin (2016) was used. In this analysis, it was found that the pedagogy course offers to the students, in its curricular matrix, a specific mandatory subject for the teaching of technologies, but also offers an optional subject that involves the use of technologies. It was also highlighted that most of the subjects offered during the course use digital technologies in the classroom. The students have access to the Wi-Fi network and the Moodle tool, however it is being used only as a content repository. With regard to the students' understanding of the concept of digital literacy, they are not far from what is defended by the authors who support the study, a concept defined by the social practices of reading and writing developed in digital environments and which also include critical analysis of what is accessed. However, despite claiming that their experiences with technologies in the course were significant, most students still do not feel secure in developing digital literacy in their future classroom practices. It follows that digital literacy is being worked on in the analyzed pedagogy course, as the course includes technological insertions necessary to develop digital literacy, but it is not complete without human action, that is, students are also responsible agents for that digital literacy happens fully. |
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Ghisleni, Taís SteffenelloPires, Vera LuciaKnoll, Graziela FrainerConceição, Elizete de Fatima Veiga da2020-06-25T11:43:29Z2020-03-20Conceição, Elizete de Fatima Veiga da. LETRAMENTO DIGITAL: INSERÇÕES TECNOLÓGICAS NO CONTEXTO FORMADOR DO PEDAGOGO. 2020. 91f. Dissertação( Mestrado Acadêmico em Ensino de Humanidades e Linguagens) - Universidade Franciscana, Santa Maria - RS .http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/883We are inserted in the digital age, of information and knowledge, which is less favoring manual labor and demanding more our ability to use the brain, human capacities to think, act, analyze and discern what is accessed through the WEB. Teaching in this age requires teachers to be prepared to develop digital literacy in the classroom. Thinking about the exposed context, this dissertation has as its theme the digital literacy from technological insertions in the pedagogue educational context. Like this, started by the following question-problem: how does the curriculum of a pedagogy course contemplate the study of digital information and communication technologies, and contributes to digital literacy in the initial training of a pedagogue? To this end, this study aims to analyze the curriculum of a pedagogy course with an emphasis on how the Digital Technologies of Information and Communication (DTIC) are used for the development of digital literacy in the formation of the future pedagogue. The methodology used was the qualitative, descriptive and transversal research, characterized as a case study, which used document analysis, questionnaires and content analysis as a way of acquiring knowledge. The documentary analysis included the study of the curriculum matrix of the pedagogy course; and the questionnaires, applied to students graduating from a pedagogy course, were conducted with open questions, and were completed without the interference of the researcher. For data analysis, the content analysis technique proposed by Bardin (2016) was used. In this analysis, it was found that the pedagogy course offers to the students, in its curricular matrix, a specific mandatory subject for the teaching of technologies, but also offers an optional subject that involves the use of technologies. It was also highlighted that most of the subjects offered during the course use digital technologies in the classroom. The students have access to the Wi-Fi network and the Moodle tool, however it is being used only as a content repository. With regard to the students' understanding of the concept of digital literacy, they are not far from what is defended by the authors who support the study, a concept defined by the social practices of reading and writing developed in digital environments and which also include critical analysis of what is accessed. However, despite claiming that their experiences with technologies in the course were significant, most students still do not feel secure in developing digital literacy in their future classroom practices. It follows that digital literacy is being worked on in the analyzed pedagogy course, as the course includes technological insertions necessary to develop digital literacy, but it is not complete without human action, that is, students are also responsible agents for that digital literacy happens fully.Estamos inseridos na era digital, da informação e do conhecimento, a qual está privilegiando menos a mão de obra braçal e exigindo mais nossa capacidade de utilizar o cérebro, capacidades humanas de pensar, agir, analisar e discernir o que é acessado via WEB. O ensino nesta era exige que os professores estejam preparados para desenvolver o letramento digital em sala de aula. Pensando no contexto exposto, esta dissertação tem como tema o letramento digital a partir de inserções tecnológicas no contexto formador do pedagogo. Assim, partiu-se da seguinte questão-problema: como o currículo de um curso de pedagogia contempla o estudo sobre as tecnologias digitais da informação e comunicação, e contribui para o letramento digital na formação inicial de um pedagogo? Para tal, este estudo tem por objetivo geral analisar o currículo de um curso de pedagogia com ênfase em como as Tecnologias Digitais da Informação e Comunicação (TDIC) são utilizadas para o desenvolvimento do letramento digital na formação do futuro pedagogo. A metodologia utilizada foi a pesquisa qualitativa, descritiva e transversal, caracterizase como um estudo de caso, que utilizou como forma de aquisição de conhecimento a análise documental, questionários e a análise de conteúdo. A análise documental incluiu o estudo da matriz curricular do curso de pedagogia; e os questionários, aplicados com alunas formandas de um curso de pedagogia foram realizados com perguntas abertas, e foram preenchidos sem a interferência da pesquisadora. Para a análise dos dados foi utilizada a técnica de análise de conteúdo proposta por Bardin (2016). Nesta análise, verificou-se que o curso de pedagogia oferta aos alunos, em sua matriz curricular, uma disciplina obrigatória específica para o ensino das tecnologias, mas também oferta uma disciplina optativa que envolvem o uso das tecnologias. Também se destacou que a maioria das disciplinas ofertadas durante o curso utilizam-se das tecnologias digitais em sala da aula. As alunas têm acesso a rede Wi-Fi e a ferramenta Moodle, porém está sendo utilizada apenas como repositório de conteúdo. No que tange ao entendimento das alunas sobre o conceito de letramento digital, as mesmas não se distanciam do que é defendido pelos autores que embasam o estudo, conceito este definido pelas práticas sociais de leitura e escrita desenvolvidas em ambientes digitais e que também abrangem análise crítica do que é acessado. Porém, apesar de afirmarem que suas experiências com as tecnologias no curso foram significantes, a maioria das alunas ainda não sente segurança para desenvolver o letramento digital em suas práticas futuras em sala de aula. Conclui-se que o letramento digital está sendo trabalhado no curso de pedagogia analisado, pois o curso contempla inserções tecnológicas necessárias para desenvolver o letramento digital, porém o mesmo não se completa sem a ação humana, ou seja, os alunos também são agentes responsáveis para que o letramento digital aconteça de forma plena.Submitted by MARCIA ROVADOSCHI (marciar@unifra.br) on 2020-06-25T11:43:29Z No. of bitstreams: 2 Dissertacao_ElizeteDeFatimaVeigaDaConceicao.pdf: 1500426 bytes, checksum: 557dc3db6db5cd3810b7892bc4d84a80 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2020-06-25T11:43:29Z (GMT). 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dc.title.por.fl_str_mv |
LETRAMENTO DIGITAL: INSERÇÕES TECNOLÓGICAS NO CONTEXTO FORMADOR DO PEDAGOGO |
title |
LETRAMENTO DIGITAL: INSERÇÕES TECNOLÓGICAS NO CONTEXTO FORMADOR DO PEDAGOGO |
spellingShingle |
LETRAMENTO DIGITAL: INSERÇÕES TECNOLÓGICAS NO CONTEXTO FORMADOR DO PEDAGOGO Conceição, Elizete de Fatima Veiga da Era Digital. Ensino. Letramento digital. Tecnologias. Formação. Digital Age. Teaching. Digital literacy. Technologies. Formation. Humanidades e Linguagens |
title_short |
LETRAMENTO DIGITAL: INSERÇÕES TECNOLÓGICAS NO CONTEXTO FORMADOR DO PEDAGOGO |
title_full |
LETRAMENTO DIGITAL: INSERÇÕES TECNOLÓGICAS NO CONTEXTO FORMADOR DO PEDAGOGO |
title_fullStr |
LETRAMENTO DIGITAL: INSERÇÕES TECNOLÓGICAS NO CONTEXTO FORMADOR DO PEDAGOGO |
title_full_unstemmed |
LETRAMENTO DIGITAL: INSERÇÕES TECNOLÓGICAS NO CONTEXTO FORMADOR DO PEDAGOGO |
title_sort |
LETRAMENTO DIGITAL: INSERÇÕES TECNOLÓGICAS NO CONTEXTO FORMADOR DO PEDAGOGO |
author |
Conceição, Elizete de Fatima Veiga da |
author_facet |
Conceição, Elizete de Fatima Veiga da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ghisleni, Taís Steffenello |
dc.contributor.referee1.fl_str_mv |
Pires, Vera Lucia |
dc.contributor.referee2.fl_str_mv |
Knoll, Graziela Frainer |
dc.contributor.author.fl_str_mv |
Conceição, Elizete de Fatima Veiga da |
contributor_str_mv |
Ghisleni, Taís Steffenello Pires, Vera Lucia Knoll, Graziela Frainer |
dc.subject.por.fl_str_mv |
Era Digital. Ensino. Letramento digital. Tecnologias. Formação. |
topic |
Era Digital. Ensino. Letramento digital. Tecnologias. Formação. Digital Age. Teaching. Digital literacy. Technologies. Formation. Humanidades e Linguagens |
dc.subject.eng.fl_str_mv |
Digital Age. Teaching. Digital literacy. Technologies. Formation. |
dc.subject.cnpq.fl_str_mv |
Humanidades e Linguagens |
description |
We are inserted in the digital age, of information and knowledge, which is less favoring manual labor and demanding more our ability to use the brain, human capacities to think, act, analyze and discern what is accessed through the WEB. Teaching in this age requires teachers to be prepared to develop digital literacy in the classroom. Thinking about the exposed context, this dissertation has as its theme the digital literacy from technological insertions in the pedagogue educational context. Like this, started by the following question-problem: how does the curriculum of a pedagogy course contemplate the study of digital information and communication technologies, and contributes to digital literacy in the initial training of a pedagogue? To this end, this study aims to analyze the curriculum of a pedagogy course with an emphasis on how the Digital Technologies of Information and Communication (DTIC) are used for the development of digital literacy in the formation of the future pedagogue. The methodology used was the qualitative, descriptive and transversal research, characterized as a case study, which used document analysis, questionnaires and content analysis as a way of acquiring knowledge. The documentary analysis included the study of the curriculum matrix of the pedagogy course; and the questionnaires, applied to students graduating from a pedagogy course, were conducted with open questions, and were completed without the interference of the researcher. For data analysis, the content analysis technique proposed by Bardin (2016) was used. In this analysis, it was found that the pedagogy course offers to the students, in its curricular matrix, a specific mandatory subject for the teaching of technologies, but also offers an optional subject that involves the use of technologies. It was also highlighted that most of the subjects offered during the course use digital technologies in the classroom. The students have access to the Wi-Fi network and the Moodle tool, however it is being used only as a content repository. With regard to the students' understanding of the concept of digital literacy, they are not far from what is defended by the authors who support the study, a concept defined by the social practices of reading and writing developed in digital environments and which also include critical analysis of what is accessed. However, despite claiming that their experiences with technologies in the course were significant, most students still do not feel secure in developing digital literacy in their future classroom practices. It follows that digital literacy is being worked on in the analyzed pedagogy course, as the course includes technological insertions necessary to develop digital literacy, but it is not complete without human action, that is, students are also responsible agents for that digital literacy happens fully. |
publishDate |
2020 |
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2020-06-25T11:43:29Z |
dc.date.issued.fl_str_mv |
2020-03-20 |
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info:eu-repo/semantics/masterThesis |
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Conceição, Elizete de Fatima Veiga da. LETRAMENTO DIGITAL: INSERÇÕES TECNOLÓGICAS NO CONTEXTO FORMADOR DO PEDAGOGO. 2020. 91f. Dissertação( Mestrado Acadêmico em Ensino de Humanidades e Linguagens) - Universidade Franciscana, Santa Maria - RS . |
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http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/883 |
identifier_str_mv |
Conceição, Elizete de Fatima Veiga da. LETRAMENTO DIGITAL: INSERÇÕES TECNOLÓGICAS NO CONTEXTO FORMADOR DO PEDAGOGO. 2020. 91f. Dissertação( Mestrado Acadêmico em Ensino de Humanidades e Linguagens) - Universidade Franciscana, Santa Maria - RS . |
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