Atuação docente em tempos de cibercultura: reflexões sobre ferramentas virtuais e ensino na modalidade EAD via Zoom
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/22563 |
Resumo: | The present work aims to present the ItemNet Zoom (MATOS, 2020) as a pedagogical tool used in the context of language teaching in distance learning (DL),also in pandemic times, as well as to understand the importance of the use of digital tools in language teaching.Digital Information and Communication Technologies (DICT) are increasingly being remodeled and modernized, which brings paradigmatic changes regarding people and interpersonal communication interaction.Technological transformations over the last decades have taken place in an accelerated, broad, and profound way, not only in communication but in other areas. This has an impact on society in general, and it would not be different in education.Through such changes, DL has been renewed, becoming an alternative for many students and teachers who wish to study interactively, practically, and without dislocation. However, DL is still a taboo for Brazilian society, which questions the quality of this study option, as if it were inferior to face-to-face teaching. In the Covid 19 pandemic, many institutions started using Zoom and it is the most used tool for people who work from home nowadays. It is a videoconference platform that has several features. It does not only offer video calls but also allows users to write messages and share files with other users with the support of the screen sharing function.This is qualitative research, as it deals with the analysis of processes that take place in the DL context of Spanish classes. Furthermore, it has a reflective approach that considers the possibilities for potential students to interact, monitor, and understand the features of ItemNet Zoom converted into a Virtual Tool not exclusive to Learning (FVNexA). We seek to base our study on theoretical concepts of Matos (2020) that supported the notions of ItemNet and FVNexA. We also used Kleiman's (2008) reflections on literacies and theoretical assumptions of Silva and Láscar-Alarcón (2016), and Leffa and Irala (2014) about foreign language, second language, and additional language. The research contributes to additional language teaching in the DL, especially Spanish, highlighting the importance and effectiveness of the use of FVNexA, such as ItemNet Zoom. In addition, it proposes reflections on literacy and, mainly, on the teacher’s role as a social agent in the construction of meanings. With the study, we were able to see great effectiveness for Spanish language teaching, as well as considerable student participation during remote classes, which provides opportunities for literacy practices using the DICT. |
id |
UFPB_f39f04c5b37f7bf5b55d2dd85585e8c1 |
---|---|
oai_identifier_str |
oai:repositorio.ufpb.br:123456789/22563 |
network_acronym_str |
UFPB |
network_name_str |
Biblioteca Digital de Teses e Dissertações da UFPB |
repository_id_str |
|
spelling |
Atuação docente em tempos de cibercultura: reflexões sobre ferramentas virtuais e ensino na modalidade EAD via ZoomFVnexAEADZoomEnsino de línguas adicionaisDLAdditional language teachingCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICAThe present work aims to present the ItemNet Zoom (MATOS, 2020) as a pedagogical tool used in the context of language teaching in distance learning (DL),also in pandemic times, as well as to understand the importance of the use of digital tools in language teaching.Digital Information and Communication Technologies (DICT) are increasingly being remodeled and modernized, which brings paradigmatic changes regarding people and interpersonal communication interaction.Technological transformations over the last decades have taken place in an accelerated, broad, and profound way, not only in communication but in other areas. This has an impact on society in general, and it would not be different in education.Through such changes, DL has been renewed, becoming an alternative for many students and teachers who wish to study interactively, practically, and without dislocation. However, DL is still a taboo for Brazilian society, which questions the quality of this study option, as if it were inferior to face-to-face teaching. In the Covid 19 pandemic, many institutions started using Zoom and it is the most used tool for people who work from home nowadays. It is a videoconference platform that has several features. It does not only offer video calls but also allows users to write messages and share files with other users with the support of the screen sharing function.This is qualitative research, as it deals with the analysis of processes that take place in the DL context of Spanish classes. Furthermore, it has a reflective approach that considers the possibilities for potential students to interact, monitor, and understand the features of ItemNet Zoom converted into a Virtual Tool not exclusive to Learning (FVNexA). We seek to base our study on theoretical concepts of Matos (2020) that supported the notions of ItemNet and FVNexA. We also used Kleiman's (2008) reflections on literacies and theoretical assumptions of Silva and Láscar-Alarcón (2016), and Leffa and Irala (2014) about foreign language, second language, and additional language. The research contributes to additional language teaching in the DL, especially Spanish, highlighting the importance and effectiveness of the use of FVNexA, such as ItemNet Zoom. In addition, it proposes reflections on literacy and, mainly, on the teacher’s role as a social agent in the construction of meanings. With the study, we were able to see great effectiveness for Spanish language teaching, as well as considerable student participation during remote classes, which provides opportunities for literacy practices using the DICT.NenhumaO presente trabalho tem como objetivo apresentar o ItemNet Zoom (MATOS, 2020) como dispositivo pedagógico executado no âmbito de ensino de idiomas na modalidade de Educação a Distância (EaD), em tempos, inclusive, de ensino remoto, bem como compreender a importância do uso de ferramentas digitais no ensino de idiomas. As Tecnologias Digitais da Informação e Comunicação (TDIC), vêm se remodelando e se modernizando cada dia mais, trazendo mudanças paradigmáticas no que se refere à interação entre as pessoas e à comunicação interpessoal. As transformações tecnológicas ao longo das últimas décadas têm ocorrido de maneira acelerada, ampla e profunda, não só na comunicação, mas nas demais áreas. Isso gera impacto na sociedade em geral e não seria diferente na educação. Por meio de tais mudanças, a EaD tem se renovado, tornando-se alternativa para muitos alunos e professores que desejam estudar de maneira interativa, prática e sem deslocamentos. No entanto, a EaD ainda é um tabu para a sociedade brasileira, que questiona a qualidade dessa modalidade, como se esta fosse inferior à modalidade presencial. Com a pandemia da Covid-19, muitas instituições passaram a utilizar o Zoom, a ferramenta mais utilizada no home office. Trata-se de uma plataforma de videoconferência que possui diversas funcionalidades e que oferece não somente chamadas através de vídeo, mas também permite escrever mensagens e compartilhar arquivos com os demais usuários através da função de compartilhamento de tela. O presente trabalho trata se de uma pesquisa qualitativa, visto que se ocupa da análise de processos que acontecem no contexto de aulas de espanhol em formato remoto. Ademais, trata-se de uma abordagem reflexiva, que considera as possibilidades de que os estudantes potenciais interajam, acompanhem e compreendam as funcionalidades do ItemNet Zoom convertido em Ferramenta Virtual não exclusiva à Aprendizagem (FVNexA). O estudo está fundamentado nas concepções teóricas de Matos (2020), as quais subsidiaram as noções de ItemNet e FVNexA. Também recorremos às reflexões de Kleiman (2008) acerca dos letramentos e aos pressupostos teóricos de Silva e Láscar-Alarcón (2016) e Leffa e Irala(2014) sobre língua estrangeira, segunda língua e língua adicional. A pesquisa contribui para o ensino de línguas adicionais na modalidade EaD, em especial o espanhol, ressaltando a importância e a eficácia do uso de FVNexA, como o ItemNet Zoom, além de propor a reflexão sobre o letramento e, principalmente, sobre o papel do professor como agente social na construção de significados. Através do estudo, foi possível perceber grande efetividade no ensino de língua espanhola, bem como considerável participação dos alunos durante as aulas remotas, oportunizando práticas de letramentos por meio do uso das TDIC.Universidade Federal da ParaíbaBrasilLinguística e ensinoMestrado Profissional em LinguísticaUFPBMatos, Denilson Pereirahttp://lattes.cnpq.br/0733526938088480Santos, Débora Sandyla de Araújo dos2022-03-25T17:43:55Z2021-12-182022-03-25T17:43:55Z2021-08-26info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/22563porhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2022-04-04T17:41:27Zoai:repositorio.ufpb.br:123456789/22563Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2022-04-04T17:41:27Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Atuação docente em tempos de cibercultura: reflexões sobre ferramentas virtuais e ensino na modalidade EAD via Zoom |
title |
Atuação docente em tempos de cibercultura: reflexões sobre ferramentas virtuais e ensino na modalidade EAD via Zoom |
spellingShingle |
Atuação docente em tempos de cibercultura: reflexões sobre ferramentas virtuais e ensino na modalidade EAD via Zoom Santos, Débora Sandyla de Araújo dos FVnexA EAD Zoom Ensino de línguas adicionais DL Additional language teaching CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA |
title_short |
Atuação docente em tempos de cibercultura: reflexões sobre ferramentas virtuais e ensino na modalidade EAD via Zoom |
title_full |
Atuação docente em tempos de cibercultura: reflexões sobre ferramentas virtuais e ensino na modalidade EAD via Zoom |
title_fullStr |
Atuação docente em tempos de cibercultura: reflexões sobre ferramentas virtuais e ensino na modalidade EAD via Zoom |
title_full_unstemmed |
Atuação docente em tempos de cibercultura: reflexões sobre ferramentas virtuais e ensino na modalidade EAD via Zoom |
title_sort |
Atuação docente em tempos de cibercultura: reflexões sobre ferramentas virtuais e ensino na modalidade EAD via Zoom |
author |
Santos, Débora Sandyla de Araújo dos |
author_facet |
Santos, Débora Sandyla de Araújo dos |
author_role |
author |
dc.contributor.none.fl_str_mv |
Matos, Denilson Pereira http://lattes.cnpq.br/0733526938088480 |
dc.contributor.author.fl_str_mv |
Santos, Débora Sandyla de Araújo dos |
dc.subject.por.fl_str_mv |
FVnexA EAD Zoom Ensino de línguas adicionais DL Additional language teaching CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA |
topic |
FVnexA EAD Zoom Ensino de línguas adicionais DL Additional language teaching CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA |
description |
The present work aims to present the ItemNet Zoom (MATOS, 2020) as a pedagogical tool used in the context of language teaching in distance learning (DL),also in pandemic times, as well as to understand the importance of the use of digital tools in language teaching.Digital Information and Communication Technologies (DICT) are increasingly being remodeled and modernized, which brings paradigmatic changes regarding people and interpersonal communication interaction.Technological transformations over the last decades have taken place in an accelerated, broad, and profound way, not only in communication but in other areas. This has an impact on society in general, and it would not be different in education.Through such changes, DL has been renewed, becoming an alternative for many students and teachers who wish to study interactively, practically, and without dislocation. However, DL is still a taboo for Brazilian society, which questions the quality of this study option, as if it were inferior to face-to-face teaching. In the Covid 19 pandemic, many institutions started using Zoom and it is the most used tool for people who work from home nowadays. It is a videoconference platform that has several features. It does not only offer video calls but also allows users to write messages and share files with other users with the support of the screen sharing function.This is qualitative research, as it deals with the analysis of processes that take place in the DL context of Spanish classes. Furthermore, it has a reflective approach that considers the possibilities for potential students to interact, monitor, and understand the features of ItemNet Zoom converted into a Virtual Tool not exclusive to Learning (FVNexA). We seek to base our study on theoretical concepts of Matos (2020) that supported the notions of ItemNet and FVNexA. We also used Kleiman's (2008) reflections on literacies and theoretical assumptions of Silva and Láscar-Alarcón (2016), and Leffa and Irala (2014) about foreign language, second language, and additional language. The research contributes to additional language teaching in the DL, especially Spanish, highlighting the importance and effectiveness of the use of FVNexA, such as ItemNet Zoom. In addition, it proposes reflections on literacy and, mainly, on the teacher’s role as a social agent in the construction of meanings. With the study, we were able to see great effectiveness for Spanish language teaching, as well as considerable student participation during remote classes, which provides opportunities for literacy practices using the DICT. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-18 2021-08-26 2022-03-25T17:43:55Z 2022-03-25T17:43:55Z |
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 |
https://repositorio.ufpb.br/jspui/handle/123456789/22563 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/22563 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística e ensino Mestrado Profissional em Linguística UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística e ensino Mestrado Profissional em Linguística UFPB |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
instname_str |
Universidade Federal da Paraíba (UFPB) |
instacron_str |
UFPB |
institution |
UFPB |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFPB |
collection |
Biblioteca Digital de Teses e Dissertações da UFPB |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
repository.mail.fl_str_mv |
diretoria@ufpb.br|| diretoria@ufpb.br |
_version_ |
1801842990893760512 |