Práticas de letramento digital: a escrita nossa de cada dia nos domínios da web
In the 21st century in which we are experiencing the technological and digital age, the school as the most important literacy agency, forming agents to exercise fully its citizenship, needs to implement new pedagogical practices based on theoretical and methodological assumptions capable of subsi...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Brasil
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/26901 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | In the 21st century in which we are experiencing the technological and digital age, the
school as the most important literacy agency, forming agents to exercise fully its
citizenship, needs to implement new pedagogical practices based on theoretical and
methodological assumptions capable of subsidizing students to enter the domain of new
technologies, in order to build knowledge and, consequently, know how to act in the
most diverse situations interaction to meet the numerous demands of postmodern
society. In this perspective, from an action research (THIOLENT, 1985), developed
through didactic sequences, we aim to enable students to set up, instruct and use
artifacts linked or not to the Internet with the intention of inserting them into the scope of
digital literacy. To this end, we have used the genre chronicles as a material artifact
pertinent to the literacy events planned for the students of the 9th grade of Elementary
School in a public school in the interior of the state of Rio Grande do Norte.
Theoretically, the proposed research is based on the foundations of Literature Studies
(KLEIMAN, 1998; SOARES, 2000), in the contributions that deal with digital literacy
(Xavier 2002, Valentini and Soares, 2011, Levy 1999, COSCARELLI, RIBEIRO, 2005).
About the didactic sequence, it is supported by contributions presented by Zabala
(1998), Schneuwly, Dolz and Noverraz (2004), among others. In terms of methodology,
this is an action research, with data approach of a qualitative nature (LUDKE; ANDRÉ,
1986; DENZIN; LINCOLN, 2006). The intervention process made it possible to observe
that there is a significant potential of literacy practices in computer science or, more
precisely, in the domains of the internet, which, if used by the teacher, can dynamize
classes and contribute not only to performance improvement of the student, but also to
innovate the activities proposed by the teacher during the teaching-learning process. In
this sense, it is necessary to introduce informatics with an educational purpose in order
to promote in the student the contact with the computer connected to the Internet,
whose targeted access can be an artifact of great value for the learning of reading and
writing with positive implications in the performance of the student in the other
disciplines of the Elementary School curriculum. |
|---|