Efeitos da prática pedagógica aliada à tecnologia sobre o processo de leitura em crianças ao fim do ciclo de alfabetização
It is known that, even with all the educational policies in force in the field of literacy, given the statistics, literacy for students up to the age of eight is still a challenge for schools. In view of this, this monographic work seeks to analyze and discuss aspects related to the reading process...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/37892 |
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| Resumo: | It is known that, even with all the educational policies in force in the field of literacy, given the statistics, literacy for students up to the age of eight is still a challenge for schools. In view of this, this monographic work seeks to analyze and discuss aspects related to the reading process of children of the Third Year of Elementary School, with the general objective of understanding how the pedagogical practice using a pedagogical resource of technological nature (zReader) can contribute to the development of reading skills. As for the specific objectives, we have: Identify the impacts of the pedagogical practice using the software in the children's interest in reading; Analyze the contributions of pedagogical practice using the zReader in relation to children's textual understanding. The study seeks to answer the following questions: What are the contributions of pedagogical practice using zReader in relation to children's textual understanding? What are the impacts of pedagogical practice using the software on children's interest in reading? Methodologically, the study is based on a mixed research (qualitative and quantitative), of the explanatory and action-research type. The procedures for collecting data such as test, form and observations, with records in a field diary. As a theoretical foundation, authors such as Veiga (1989) were used; Vigotskii; Luria; Leontiev (1998); UCB (2008); Teberosky; Colomer (2003); Libâneo (2013); Brandão; Rosa (2005); Cardoso (2012). The results show that the children showed a greater interest in reading, but left something to be desired in terms of textual comprehension. It was also observed that the students had a significant improvement in relation to the interaction with their colleagues, just as, with those who made the application, they were more confident in participating in the discussions. In view of this, it is understood that the practice used in the application of zReader in the classroom presented relevant benefits with regard to the behavior and interest of students in relation to reading. |
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