Uso do celular em contexto de ensino: por uma pedagogia dos multiletramentos na Educação Básica
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Data
2020-02-28
Autores
Alexandre Filho, Paulo
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação de mestrado é fruto de uma pesquisa-intervenção de natureza qualitativa desenvolvida junto ao programa de Mestrado Profissional ProfLetras. Logo, este trabalho buscou refletir sobre o dispositivo móvel celular, inserido em situações concretas de ensino e aprendizagem, tendo na metodologia colaborativa amparo imprescindível para compreender o processo de implementação da pedagogia dos multiletramentos na Educação Básica. Esta investigação se justifica em virtude da democratização do acesso às tecnologias digitais da informação e comunicação (TDIC) que, paralelamente, impactaram na linguagem e nas práticas sociais do século XXI. Assim, o celular, ocupando papel de destaque na atualidade, requer da escola, como espaço de convivência e aprendizagem, um olhar atento, pois observa-se a necessidade das instituições de ensino tratarem acerca do assunto e, ao mesmo tempo, incorporarem em suas práticas possibilidades do uso desse recurso que circula em diferentes esferas da sociedade, tornando-se objeto indispensável para o homem contemporâneo. Para fins de levantamento do corpus, esta pesquisa contou com a participação de 10 estudantes da rede pública do estado de São Paulo. O aparelho celular, o software de armazenamento Google Drive, o aplicativo WhatsApp bem como os registros das notas de campo serviram de instrumentos para a coleta de dados. Os resultados apontam para questões que vão além da incorporação das TDIC na Educação Básica como, por exemplo, a necessidade de modificações significativas nos papéis do professor e do aluno no ambiente escolar, fomentando, assim, outras formas de abordagem para o século XXI.
This master's dissertation is a result of a qualitative intervention research carried out in the context of the Professional Master in Language (ProfLetras ). Therefore, this work sought to reflect about the mobile, inserted in concrete teaching-learning situations, having in the collaborative methodology indispensable support to understand the process of implementation of the pedagogy of multiliteracies in Basic Education. This investigation is justified due to the democratization of access to digital information and communication technologies (DICT), which, at the same time, had an impact on the language and social relations of the 21st century. Thus, the mobile, occupying a prominent role today, demand from the school, as a space for coexistence and learning, a closer look, requiring educational institutions to deal with the subject and, at the same time, incorporate in their practical possibilities of using of this device that circulates in different spheres of society, becoming an indispensable object for contemporary man. For getting the corpus, this research counted with the participation of 10 students from public schools in the state of Sao Paulo. The mobile device, the Google Drive storage software, the WhatsApp application as well as the field notes records served as instruments for data collection. The results point to issues that go beyond the incorporation of DICT in Basic Education, such as, for example, significant changes in the roles of the teacher and the student in the school environment, thus promoting other forms of approach for the 21st century.
This master's dissertation is a result of a qualitative intervention research carried out in the context of the Professional Master in Language (ProfLetras ). Therefore, this work sought to reflect about the mobile, inserted in concrete teaching-learning situations, having in the collaborative methodology indispensable support to understand the process of implementation of the pedagogy of multiliteracies in Basic Education. This investigation is justified due to the democratization of access to digital information and communication technologies (DICT), which, at the same time, had an impact on the language and social relations of the 21st century. Thus, the mobile, occupying a prominent role today, demand from the school, as a space for coexistence and learning, a closer look, requiring educational institutions to deal with the subject and, at the same time, incorporate in their practical possibilities of using of this device that circulates in different spheres of society, becoming an indispensable object for contemporary man. For getting the corpus, this research counted with the participation of 10 students from public schools in the state of Sao Paulo. The mobile device, the Google Drive storage software, the WhatsApp application as well as the field notes records served as instruments for data collection. The results point to issues that go beyond the incorporation of DICT in Basic Education, such as, for example, significant changes in the roles of the teacher and the student in the school environment, thus promoting other forms of approach for the 21st century.
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Palavras-chave
Multiletramentos, Aprendizagem colaborativa, Smartphones, Educação básica, Preschool