Aprendizagem baseada em projetos: relacionando práticas para os Multiletramentos
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Data
2021-09-10
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Universidade Estadual Paulista (Unesp)
Resumo
Considerando os impactos da internet nas formas de comunicação e no uso das linguagens, é inerente à escola uma reflexão sobre o uso das Tecnologias Digitais de Informação e Comunicação na sala de aula. Assim, essa dissertação apresenta práticas que buscam colaborar para que o ensino não fique indiferente à multiplicidade de linguagens no mundo tecnológico, e que evidenciam as vivências e experiências dos alunos como ponto de partida para a construção do conhecimento. Objetivamos, nessa pesquisa, elaborar um projeto didático pautado nas concepções teóricos-metodológicas da Aprendizagem Baseada em Projetos, trazidas, principalmente, por Bacich e Moran (2018), utilizando as TDIC e, ainda, criar um produto final com tema de interesse e escolha dos alunos, baseados nos princípios do multiletramentos, com destaque às proposições de Roxane Rojo (2015, 2018, 2019). Para isso, contamos com a participação de alunos do Ensino Fundamental – Anos Finais, de uma escola pública do município de Martinópolis, SP; utilizando a abordagem qualitativa de pesquisa, estudo de caso, caracterizada pela obtenção de dados descritivos, a partir do contato direto do pesquisador com a situação estudada, enfatizando mais o processo do que o produto; e preocupando-se em retratar a perspectiva dos participantes. O projeto didático considerou a possibilidade de ampliação de conhecimentos, formação do aluno como leitor e produtor crítico e reflexivo, letrado digitalmente, capaz de desenvolver as habilidades e competências propostas pela BNCC. Foi possível observar que os discentes se motivam facilmente com atividades relacionadas a web e sentem-se integrados. A proposta de deixá-los escolher a maneira como significariam e transmitiriam todo o conhecimento construído, deu a eles a autonomia para elencarem o jogo digital como mídia multimodal, que é de fácil acesso, sem custo, além de fazer parte do cotidiano dos alunos. Essa ferramenta trabalhou o desenvolvimento da autonomia, das habilidades de tomar decisões, pensamento estratégico, e domínio de diferentes semioses. Como resultado, os alunos desenvolveram um jogo digital com a temática do bullying na escola. Contudo, até chegarem à produção do game, eles vivenciaram novas práticas de "letramento", como entrevistas, rodas de conversas, comentários e opiniões por escrito, descrições, manuseio do Google Forms, e outras ferramentas webs, como a plataforma utilizada para a elaboração do jogo. Desta forma, considerando as práticas de multiletramentos, essa pesquisa conseguiu promover a utilização das TDIC de maneira funcional e crítica; criando um jogo digital, e desenvolvendo novas práticas e leituras multimodais.
Considering the impacts of the internet on the forms of communication and on the use of languages, it is inherent to the school to reflect on the use of Information and Communication Technology in the classroom. Thus, this dissertation presents practices that seek to collaborate so that teaching does not remain indifferent to the multiplicity of languages in the technological world, and that show the experiences of students as a starting point for the construction of knowledge. In this research, we aim to develop a didactic project based on the theoretical-methodological conceptions of Project-Based Learning, brought mainly by Bacich and Moran (2018), using ICT and also to create a final product with a theme of interest and choice of students, based on the principles of multiliteracies, with emphasis on the propositions of Roxane Rojo (2015, 2018, 2019). For this, we have the participation of students from Elementary School – Final Years, from a public school in the city of Martinópolis, SP; using the qualitative research approach, case study, characterized by obtaining descriptive data, from the researcher's direct contact with the studied situation, emphasizing the process more than the product; and concerned with portraying the perspective of the participants. The didactic project considered the possibility of expanding knowledge, training the student as a critical and reflective reader and producer, digitally literate, able to develop the skills and competences proposed by BNCC. It was possible to observe that students are easily motivated with activities related to the web and feel integrated. The proposal to let them choose the way they would signify and transmit all the knowledge built gave them the autonomy to list the digital game as a multimodal media, which is easy to access, free of charge, in addition to being part of the students' daily lives. This tool worked on the development of autonomy, decision-making skills, strategic thinking, and mastery of different semiosis. As a result, students developed a digital game with the theme of bullying at school. However, until they reached the production of the game, they experienced new "literacy" practices, such as interviews, conversation circles, written comments and opinions, descriptions, handling of Google Forms, and other web tools, such as the platform used for the development about the game. Thus, considering the practices of multiliteracies, this research was able to promote the use of ICT in a functional and critical way; creating a digital game, and developing new practices and multimodal readings.
Considering the impacts of the internet on the forms of communication and on the use of languages, it is inherent to the school to reflect on the use of Information and Communication Technology in the classroom. Thus, this dissertation presents practices that seek to collaborate so that teaching does not remain indifferent to the multiplicity of languages in the technological world, and that show the experiences of students as a starting point for the construction of knowledge. In this research, we aim to develop a didactic project based on the theoretical-methodological conceptions of Project-Based Learning, brought mainly by Bacich and Moran (2018), using ICT and also to create a final product with a theme of interest and choice of students, based on the principles of multiliteracies, with emphasis on the propositions of Roxane Rojo (2015, 2018, 2019). For this, we have the participation of students from Elementary School – Final Years, from a public school in the city of Martinópolis, SP; using the qualitative research approach, case study, characterized by obtaining descriptive data, from the researcher's direct contact with the studied situation, emphasizing the process more than the product; and concerned with portraying the perspective of the participants. The didactic project considered the possibility of expanding knowledge, training the student as a critical and reflective reader and producer, digitally literate, able to develop the skills and competences proposed by BNCC. It was possible to observe that students are easily motivated with activities related to the web and feel integrated. The proposal to let them choose the way they would signify and transmit all the knowledge built gave them the autonomy to list the digital game as a multimodal media, which is easy to access, free of charge, in addition to being part of the students' daily lives. This tool worked on the development of autonomy, decision-making skills, strategic thinking, and mastery of different semiosis. As a result, students developed a digital game with the theme of bullying at school. However, until they reached the production of the game, they experienced new "literacy" practices, such as interviews, conversation circles, written comments and opinions, descriptions, handling of Google Forms, and other web tools, such as the platform used for the development about the game. Thus, considering the practices of multiliteracies, this research was able to promote the use of ICT in a functional and critical way; creating a digital game, and developing new practices and multimodal readings.
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Palavras-chave
Jogos digitais, TDIC, Língua Portuguesa, Mutiletramentos, Digital games, Portuguese Language, ICT, Multileteracies