O computador como proposta para superar dificuldades de aprendizagem: estratégia ou mito?

• Autor(a) principal: Nepomuceno, Keite de Melo
• Data de Publicação: 2008
• Outros Autores: Castro, Mônica Rabello de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educar em Revista
• Texto Completo: https://revistas.ufpr.br/educar/article/view/12797
• topic: difficulty in learning conceptions; computer in education; argumentative strategy; concepções de dificuldade de aprendizagem; computador na educação; estratégia argumentativa

The aim of this study was to investigate the conceptions of learningdifficulties of individuals involved in programs that use computer searchingto identify their expectations about the technological resource to overcomesuch problem. Three programs have been investigated, compiling a sumof twelve interviews, which classify the individuals into three classes:teacher, instructor and the coordinator of the proposal. Two programs weredeveloped in public schools, one in Rio de Janeiro, another one in BaixadaFluminense, and the third one in a private school situated in the South ofRio de Janeiro. The analysis of the data was based on the ArgumentativeStrategy Model. The discourse faced in the same program showed fares,contradictions and a few approaches: for some individuals, the learningdifficulties don’t exist. For others, the difficulty is not from the child; yetothers consider that the child’s difficulty is related to psychological mattersopen to complex classifications. The computer appears just one time as aninducement, at another moment as a way to discipline the student, and alsoas a way of expression and part of the learning and teaching process. Theexistence of conflicted conceptions reflect a lack of agreement among them,causing hindrance in relation to the intended objectives of such program.