Os desafios do ensino de Língua Portuguesa no período pandêmico: o uso da FVNexA Canva em instituições de ensino da Paraíba
Autor(a) principal: | |
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Data de Publicação: | 2023 |
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/123456789/31533 |
Resumo: | The emergence of new technologies has been shaping society over the last decades. Education, as a process constituted through different social transformations, has incorporated in its pedagogical practices the Digital Information and Communication Technologies (DTIC) with the most different purposes. In this sense, with the arrival of the pandemic caused by COVID-19, numerous measures were taken. Among them, the global closing of schools to reduce the transmission of the Coronavirus infection. Thus, some questions have arisen: How did the schools adapt to the emergency remote education (ERE)? What were the technological resources used by schools to fill in the gaps left by the absence of face-to-face classes? How have teachers and students reinvented themselves pedagogically? How did digital literacy contribute to reading and writing practices? In this perspective, the present work has the general objective of demonstrate how the use of FVNexA Canva contributed to the teaching of the Portuguese language in educational institutions in Paraíba during the pandemic period. In addition, according to Matos (2020), we consider it important to: to present the virtual tools not exclusive to learning (FVNexA) that were used in the schools researched during the pandemic period; observe how investments in training about TDIC in the pandemic period helped with the teaching performance in public educational institutions in Paraíba and collaborate in indicating impressions about a new ItemNet, aiming to expand the Critical Synoptic Chart proposed by the same author. Therefore, during the study, we address the concepts of literacy from the conception of Soares (2013) and digital literacy presented by Azevedo et. al (2018). The methodological proposal consists of a qualitative and quantitative research. For the classification of FVNexA, some properties described by Matos (2020) were analyzed: virtuality as locus, ItemNet as raw material, the agent as a fundamental element, the interlocutor as the goal of social action in terms of Hall (1997) and, finally, the FVNexA conceived as a pedagogical device. Through this research, it was possible to understand the importance of investments in teacher training, especially in times of social isolation in which technological means are conceived as the main drivers of knowledge in the teaching-learning process. Moreover, it is believed that studies such as this one enable new perspectives on the teaching of Portuguese Language, as well as allow us to understand and investigate the teacher's role in the face of numerous challenges, thus contributing to the appreciation and professional growth of teachers. |
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Os desafios do ensino de Língua Portuguesa no período pandêmico: o uso da FVNexA Canva em instituições de ensino da ParaíbaLíngua portuguesa - EnsinoLetramento digitalFVNexAPortuguese language - TeachingDigital literacyCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICAThe emergence of new technologies has been shaping society over the last decades. Education, as a process constituted through different social transformations, has incorporated in its pedagogical practices the Digital Information and Communication Technologies (DTIC) with the most different purposes. In this sense, with the arrival of the pandemic caused by COVID-19, numerous measures were taken. Among them, the global closing of schools to reduce the transmission of the Coronavirus infection. Thus, some questions have arisen: How did the schools adapt to the emergency remote education (ERE)? What were the technological resources used by schools to fill in the gaps left by the absence of face-to-face classes? How have teachers and students reinvented themselves pedagogically? How did digital literacy contribute to reading and writing practices? In this perspective, the present work has the general objective of demonstrate how the use of FVNexA Canva contributed to the teaching of the Portuguese language in educational institutions in Paraíba during the pandemic period. In addition, according to Matos (2020), we consider it important to: to present the virtual tools not exclusive to learning (FVNexA) that were used in the schools researched during the pandemic period; observe how investments in training about TDIC in the pandemic period helped with the teaching performance in public educational institutions in Paraíba and collaborate in indicating impressions about a new ItemNet, aiming to expand the Critical Synoptic Chart proposed by the same author. Therefore, during the study, we address the concepts of literacy from the conception of Soares (2013) and digital literacy presented by Azevedo et. al (2018). The methodological proposal consists of a qualitative and quantitative research. For the classification of FVNexA, some properties described by Matos (2020) were analyzed: virtuality as locus, ItemNet as raw material, the agent as a fundamental element, the interlocutor as the goal of social action in terms of Hall (1997) and, finally, the FVNexA conceived as a pedagogical device. Through this research, it was possible to understand the importance of investments in teacher training, especially in times of social isolation in which technological means are conceived as the main drivers of knowledge in the teaching-learning process. Moreover, it is believed that studies such as this one enable new perspectives on the teaching of Portuguese Language, as well as allow us to understand and investigate the teacher's role in the face of numerous challenges, thus contributing to the appreciation and professional growth of teachers.NenhumaO surgimento de novas tecnologias vem moldando a sociedade ao logo das últimas décadas. A educação, enquanto processo constituído através das diferentes transformações sociais, incorporou em suas práticas pedagógicas as Tecnologias Digitais de Informação e Comunicação (TDIC) com as mais diferentes finalidades. Nesse sentido, com a chegada da pandemia provocada pela COVID-19, inúmeras medidas foram tomadas. Dentre elas, o fechamento global das escolas para reduzir a transmissão da infecção provocada pelo Coronavírus. Desse modo, algumas questões despertaram inquietação: como aconteceu a adaptação das escolas para o ensino remoto emergencial (ERE)? Quais foram os recursos tecnológicos utilizados pelos estabelecimentos de ensino para suprir as lacunas deixadas pela ausência das aulas presenciais? Como professores e alunos se reinventaram pedagogicamente? Como o letramento digital contribuiu com as práticas de leitura e escrita? Nessa perspectiva, o presente trabalho tem por objetivo geral demonstrar como o uso da FVNexA Canva contribuiu com o ensino de Língua Portuguesa em instituições de ensino da Paraíba durante o período pandêmico. Além disso, conforme Matos (2020), consideramos importante: apresentar as ferramentas virtuais não exclusivas à aprendizagem (FVNexA) que foram utilizadas nas escolas pesquisadas durante o período pandêmico; observar como os investimentos em formações sobre TDIC no período pandêmico auxiliaram a atuação docente em instituições públicas de ensino da Paraíba e colaborar na indicação de impressões sobre um novo ItemNet, visando a ampliação do Quadro Sinótico Crítico proposto pelo mesmo autor. Portanto, durante o estudo, abordamos os conceitos de letramento a partir da concepção de Soares (2013) e de letramento digital apresentado por Azevedo et. al (2018). A proposta metodológica consiste numa pesquisa qualitativa e quantitativa. Para a classificação das FVNexA, foram analisadas algumas propriedades descritas por Matos (2020): a virtualidade enquanto lócus, o ItemNet como matéria-prima, o agente como elemento fundamental, o interlocutor como meta da ação social nos termos de Hall (1997) e, por fim, a FVNexA concebida como um dispositivo pedagógico. Por meio dessa pesquisa, foi possível compreender a importância de investimentos na formação de professores, especialmente em tempos de isolamento social nos quais os meios tecnológicos são concebidos como principais condutores de conhecimento no processo de ensino-aprendizagem. Além disso, acredita-se que estudos como este possibilitam novas perspectivas sobre o ensino de Língua Portuguesa, bem como permite compreender e investigar o papel do professor frente aos inúmeros desafios, contribuindo, assim, com a valorização e crescimento profissional dos docentes.Universidade Federal da ParaíbaBrasilLinguística e ensinoMestrado Profissional em LinguísticaUFPBMatos, Denilson Pereira dehttp://lattes.cnpq.br/0733526938088480Santos, Maxuel Amorim dos2024-08-21T16:28:34Z2024-02-272024-08-21T16:28:34Z2023-12-21info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/31533porAttribution-NoDerivs 3.0 Brazilhttp://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:UFPB2024-08-22T06:05:33Zoai:repositorio.ufpb.br:123456789/31533Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2024-08-22T06:05:33Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Os desafios do ensino de Língua Portuguesa no período pandêmico: o uso da FVNexA Canva em instituições de ensino da Paraíba |
title |
Os desafios do ensino de Língua Portuguesa no período pandêmico: o uso da FVNexA Canva em instituições de ensino da Paraíba |
spellingShingle |
Os desafios do ensino de Língua Portuguesa no período pandêmico: o uso da FVNexA Canva em instituições de ensino da Paraíba Santos, Maxuel Amorim dos Língua portuguesa - Ensino Letramento digital FVNexA Portuguese language - Teaching Digital literacy CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA |
title_short |
Os desafios do ensino de Língua Portuguesa no período pandêmico: o uso da FVNexA Canva em instituições de ensino da Paraíba |
title_full |
Os desafios do ensino de Língua Portuguesa no período pandêmico: o uso da FVNexA Canva em instituições de ensino da Paraíba |
title_fullStr |
Os desafios do ensino de Língua Portuguesa no período pandêmico: o uso da FVNexA Canva em instituições de ensino da Paraíba |
title_full_unstemmed |
Os desafios do ensino de Língua Portuguesa no período pandêmico: o uso da FVNexA Canva em instituições de ensino da Paraíba |
title_sort |
Os desafios do ensino de Língua Portuguesa no período pandêmico: o uso da FVNexA Canva em instituições de ensino da Paraíba |
author |
Santos, Maxuel Amorim dos |
author_facet |
Santos, Maxuel Amorim dos |
author_role |
author |
dc.contributor.none.fl_str_mv |
Matos, Denilson Pereira de http://lattes.cnpq.br/0733526938088480 |
dc.contributor.author.fl_str_mv |
Santos, Maxuel Amorim dos |
dc.subject.por.fl_str_mv |
Língua portuguesa - Ensino Letramento digital FVNexA Portuguese language - Teaching Digital literacy CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA |
topic |
Língua portuguesa - Ensino Letramento digital FVNexA Portuguese language - Teaching Digital literacy CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA |
description |
The emergence of new technologies has been shaping society over the last decades. Education, as a process constituted through different social transformations, has incorporated in its pedagogical practices the Digital Information and Communication Technologies (DTIC) with the most different purposes. In this sense, with the arrival of the pandemic caused by COVID-19, numerous measures were taken. Among them, the global closing of schools to reduce the transmission of the Coronavirus infection. Thus, some questions have arisen: How did the schools adapt to the emergency remote education (ERE)? What were the technological resources used by schools to fill in the gaps left by the absence of face-to-face classes? How have teachers and students reinvented themselves pedagogically? How did digital literacy contribute to reading and writing practices? In this perspective, the present work has the general objective of demonstrate how the use of FVNexA Canva contributed to the teaching of the Portuguese language in educational institutions in Paraíba during the pandemic period. In addition, according to Matos (2020), we consider it important to: to present the virtual tools not exclusive to learning (FVNexA) that were used in the schools researched during the pandemic period; observe how investments in training about TDIC in the pandemic period helped with the teaching performance in public educational institutions in Paraíba and collaborate in indicating impressions about a new ItemNet, aiming to expand the Critical Synoptic Chart proposed by the same author. Therefore, during the study, we address the concepts of literacy from the conception of Soares (2013) and digital literacy presented by Azevedo et. al (2018). The methodological proposal consists of a qualitative and quantitative research. For the classification of FVNexA, some properties described by Matos (2020) were analyzed: virtuality as locus, ItemNet as raw material, the agent as a fundamental element, the interlocutor as the goal of social action in terms of Hall (1997) and, finally, the FVNexA conceived as a pedagogical device. Through this research, it was possible to understand the importance of investments in teacher training, especially in times of social isolation in which technological means are conceived as the main drivers of knowledge in the teaching-learning process. Moreover, it is believed that studies such as this one enable new perspectives on the teaching of Portuguese Language, as well as allow us to understand and investigate the teacher's role in the face of numerous challenges, thus contributing to the appreciation and professional growth of teachers. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-21 2024-08-21T16:28:34Z 2024-02-27 2024-08-21T16:28:34Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
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publishedVersion |
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https://repositorio.ufpb.br/jspui/handle/123456789/31533 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/31533 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
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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 |
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reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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