Information and communication technologies (ICTs) in Brazilian Portuguese language teaching: An analysis of suggested classes available at the Teacher’s Portal
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Calidoscópio (Online) |
Texto Completo: | https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.153.13 |
Resumo: | This paper aims to present data and reflections on how information and communication technologies (ICTs) have been integrated into the content of Brazilian Portuguese classes in elementary school (6th to 9th grade) and high school, publicly available at the Teacher’s Portal website. This research is part of the project “O Portal do Professor: contribuições e implicações para o ensino de Língua Portuguesa na Educação Básica no Triângulo Mineiro”, funded by Fundação de Amparo à Pesquisa do Estado de Minas Gerais (FAPEMIG) and Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) through the public notice 13/2012 – Research in Basic Education. The corpus consists of 375 classes, of which 304 are elementary school classes and 71 are high school classes. The assumption that guided this paper was that ICTs should be used to allow engagement of the students as mediators of educational practices, using a multiliteracy approach to the production of meaning. The analysis of these suggestions showed that ICTs were used for different purposes, as follows: (i) visualization of content, (ii) research, (iii) replacement of traditional tools, (iv) production of (digital) genres, (v) information and/or activity sharing, (vi) experience, interaction, and use of a genre, and (vii) transposition of modalities. Overall, the data revealed that ICTs are widely used in pedagogical proposals; however, the uses proposed in class are still questioned, considering the technologies with teaching purposes for the promotion of multiliteracies.Keywords: teacher’s portal, information and communication technologies, multiliteracies. |
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Information and communication technologies (ICTs) in Brazilian Portuguese language teaching: An analysis of suggested classes available at the Teacher’s PortalAs tecnologias de informação e comunicação (TICs) no ensino de Língua Portuguesa: uma análise de sugestões de aulas disponíveis no Portal do ProfessorThis paper aims to present data and reflections on how information and communication technologies (ICTs) have been integrated into the content of Brazilian Portuguese classes in elementary school (6th to 9th grade) and high school, publicly available at the Teacher’s Portal website. This research is part of the project “O Portal do Professor: contribuições e implicações para o ensino de Língua Portuguesa na Educação Básica no Triângulo Mineiro”, funded by Fundação de Amparo à Pesquisa do Estado de Minas Gerais (FAPEMIG) and Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) through the public notice 13/2012 – Research in Basic Education. The corpus consists of 375 classes, of which 304 are elementary school classes and 71 are high school classes. The assumption that guided this paper was that ICTs should be used to allow engagement of the students as mediators of educational practices, using a multiliteracy approach to the production of meaning. The analysis of these suggestions showed that ICTs were used for different purposes, as follows: (i) visualization of content, (ii) research, (iii) replacement of traditional tools, (iv) production of (digital) genres, (v) information and/or activity sharing, (vi) experience, interaction, and use of a genre, and (vii) transposition of modalities. Overall, the data revealed that ICTs are widely used in pedagogical proposals; however, the uses proposed in class are still questioned, considering the technologies with teaching purposes for the promotion of multiliteracies.Keywords: teacher’s portal, information and communication technologies, multiliteracies.Este artigo tem por objetivo apresentar os dados e as reflexões sobre como as Tecnologias de Informação e Comunicação (TICs) têm sido integradas aos conteúdos em propostas de aulas de Língua Portuguesa do 6º ao 9º ano e Ensino Médio, disponíveis publicamente no Portal do Professor. Essa pesquisa é parte do projeto “O Portal do Professor: contribuições e implicações para o ensino de Língua Portuguesa na Educação Básica no Triângulo Mineiro”, financiado pela FAPEMIG e pela CAPES, por meio do Edital 13/2012 – Pesquisa em Educação Básica. O corpus é composto por 375 aulas, sendo 304 aulas do Ensino Fundamental e 71 do Ensino Médio. O pressuposto que orientou o trabalho foi o de que as TICs devem ser usadas de modo a permitir um engajamento discente, ou seja, como mediadoras de práticas educativas, sob uma abordagem multiletrada para a produção de sentidos. A análise dessas sugestões revelou que as TICs foram usadas com diferentes fins, quais sejam: (i) visualização de conteúdo, (ii) pesquisa, (iii) substituição do suporte físico, (iv) produção de gêneros (digitais), (v) compartilhamento de informações e ou atividades, (vi) vivência, interação e utilização de um gênero e (vii) transposição de modalidades. Em linhas gerais, os dados revelaram que as TICs são amplamente utilizadas em propostas didático-pedagógicas, no entanto, os usos que são propostos nas aulas ainda são questionados, quando se pensa nas tecnologias com fins pedagógicos para a promoção dos multiletramentos.Palavras-chave: portal do professor, tecnologias da informação e comunicação, multiletramentos.Unisinos2017-06-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.153.13Calidoscópio; Vol. 15 No. 3 (2017): September/December; 550-556Calidoscópio; v. 15 n. 3 (2017): setembro/dezembro; 550-5562177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosporhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.153.13/6346Resende Ottoni, Maria AparecidaSilva, Walleska Bernardinoinfo:eu-repo/semantics/openAccess2018-01-05T18:49:02Zoai:ojs2.revistas.unisinos.br:article/12961Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2018-01-05T18:49:02Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false |
dc.title.none.fl_str_mv |
Information and communication technologies (ICTs) in Brazilian Portuguese language teaching: An analysis of suggested classes available at the Teacher’s Portal As tecnologias de informação e comunicação (TICs) no ensino de Língua Portuguesa: uma análise de sugestões de aulas disponíveis no Portal do Professor |
title |
Information and communication technologies (ICTs) in Brazilian Portuguese language teaching: An analysis of suggested classes available at the Teacher’s Portal |
spellingShingle |
Information and communication technologies (ICTs) in Brazilian Portuguese language teaching: An analysis of suggested classes available at the Teacher’s Portal Resende Ottoni, Maria Aparecida |
title_short |
Information and communication technologies (ICTs) in Brazilian Portuguese language teaching: An analysis of suggested classes available at the Teacher’s Portal |
title_full |
Information and communication technologies (ICTs) in Brazilian Portuguese language teaching: An analysis of suggested classes available at the Teacher’s Portal |
title_fullStr |
Information and communication technologies (ICTs) in Brazilian Portuguese language teaching: An analysis of suggested classes available at the Teacher’s Portal |
title_full_unstemmed |
Information and communication technologies (ICTs) in Brazilian Portuguese language teaching: An analysis of suggested classes available at the Teacher’s Portal |
title_sort |
Information and communication technologies (ICTs) in Brazilian Portuguese language teaching: An analysis of suggested classes available at the Teacher’s Portal |
author |
Resende Ottoni, Maria Aparecida |
author_facet |
Resende Ottoni, Maria Aparecida Silva, Walleska Bernardino |
author_role |
author |
author2 |
Silva, Walleska Bernardino |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Resende Ottoni, Maria Aparecida Silva, Walleska Bernardino |
description |
This paper aims to present data and reflections on how information and communication technologies (ICTs) have been integrated into the content of Brazilian Portuguese classes in elementary school (6th to 9th grade) and high school, publicly available at the Teacher’s Portal website. This research is part of the project “O Portal do Professor: contribuições e implicações para o ensino de Língua Portuguesa na Educação Básica no Triângulo Mineiro”, funded by Fundação de Amparo à Pesquisa do Estado de Minas Gerais (FAPEMIG) and Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) through the public notice 13/2012 – Research in Basic Education. The corpus consists of 375 classes, of which 304 are elementary school classes and 71 are high school classes. The assumption that guided this paper was that ICTs should be used to allow engagement of the students as mediators of educational practices, using a multiliteracy approach to the production of meaning. The analysis of these suggestions showed that ICTs were used for different purposes, as follows: (i) visualization of content, (ii) research, (iii) replacement of traditional tools, (iv) production of (digital) genres, (v) information and/or activity sharing, (vi) experience, interaction, and use of a genre, and (vii) transposition of modalities. Overall, the data revealed that ICTs are widely used in pedagogical proposals; however, the uses proposed in class are still questioned, considering the technologies with teaching purposes for the promotion of multiliteracies.Keywords: teacher’s portal, information and communication technologies, multiliteracies. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-06-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.153.13 |
url |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.153.13 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.153.13/6346 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Unisinos |
publisher.none.fl_str_mv |
Unisinos |
dc.source.none.fl_str_mv |
Calidoscópio; Vol. 15 No. 3 (2017): September/December; 550-556 Calidoscópio; v. 15 n. 3 (2017): setembro/dezembro; 550-556 2177-6202 reponame:Calidoscópio (Online) instname:Universidade do Vale do Rio dos Sinos (UNISINOS) instacron:Unisinos |
instname_str |
Universidade do Vale do Rio dos Sinos (UNISINOS) |
instacron_str |
Unisinos |
institution |
Unisinos |
reponame_str |
Calidoscópio (Online) |
collection |
Calidoscópio (Online) |
repository.name.fl_str_mv |
Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS) |
repository.mail.fl_str_mv |
cmira@unisinos.br || cmira@unisinos.br |
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1792203886801453056 |