O blog escolar em um centro de educação de jovens e adultos: a autobiografia como emancipação dos sujeitos
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Data
2020-03-12
Autores
Bersi, Rodrigo Martins [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo, de abordagem qualitativa, envolve um experimento formativo que se utiliza do blog como um suporte de linguagem digital em atividades pedagógicas de letramento em um CEEJA - Centro Estadual de Educação de Jovens e Adultos. O estudo tem por objetivo utilizar da autobiografia como elemento de emancipação dos sujeitos pelo uso da linguagem nas atividades escolares a partir de posts no blog, valorizando as vozes e histórias de vidas desses sujeitos, utilizando-se do blog enquanto uma biblioteca popular digital e investigando nos posts dos sujeitos suas vozes a partir dos conteúdos e enunciados produzidos de maneira autoral. Utilizou-se do blog como instrumento de pesquisa para promoção de práticas de leitura e escrita, de maneira a motivar os sujeitos e de valorizar suas vozes no processo de emancipação pela linguagem e pronúncia de mundo. Na perspectiva da educação libertadora a interpretação do blog como uma biblioteca popular em ambiente digital vai ao encontro dos objetivos pela utilização e valorização e suas vozes, como maneira desses se reconhecerem como autores e utilizarem da linguagem para produzir conteúdos autorais na internet, participando efetivamente da Web 2.0 pela criação de conteúdos e a partir de atividades significativas de letramento em contextos reais, tendo os sujeitos como portadores e promotores de cultura no contínuo da história, socialmente situados. O processo de utilização do blog está em sintonia com os referenciais teóricos da Teoria Histórico Cultural, da filosofia da linguagem e da educação libertadora para o desenvolvimento e a emancipação dos sujeitos, a partir de uma formação integral. Os sujeitos da pesquisa são os alunos do CEEJA convidados a participar e que neste processo de produção para o blog tornam-se autores, publicando suas próprias histórias de vida na internet. Tendo o experimento formativo compondo na dinâmica de elaboração, produção e publicação dos conteúdos, com acompanhamento dos sujeitos durante o processo para a coleta e geração dos dados, com dois instrumentos principais: o próprio blog e encontros dialogados. No blog foram publicados os posts dos sujeitos e a partir dos encontros dialogados foi possível aprofundar nossas reflexões sobre este processo. A abordagem de investigação praxiológica contou com uma relação íntima com o campo de pesquisa, atuando através da prática cotidiana para coletar dados e implementar o experimento formativo. Assim a análise dos conteúdos das publicações dos sujeitos e a reflexão sobre este processo de criação evidenciou suas vozes e a efetiva participação dos sujeitos em atividades de letramento e de emancipação, exercendo o direito ao uso da palavra e da linguagem. Tomando o blog como um instrumento de suporte de linguagem importante no ambiente escolar no CEEJA.
The present study, a qualitative approach, involves a formative experiment that uses the blog as a digital language support in pedagogical teaching activities at CEEJA - State Center for Youth and Adult Education. The study aims to use autobiography as an element of emancipation of the subjects through the use of language in school activities, from blog posts, valuing as voices and life stories of those considered, using the blog as a popular library and investigating digital in the posts of the subjects to their research from the contents and statements used by the authorial way. Use the blog as a research tool to promote reading and writing practices, in order to motivate subjects and enhance their voices in the process of emancipation through the language and pronunciation of the world. From the perspective of liberating education, the interpretation of the blog as a popular library in the digital environment meets the objectives of use and appreciation and voices, such as the way they recognize themselves as authors and use the linking of products published on the internet, effectively participating in the Web 2.0 for the creation of content and from permitted filtering activities in real contexts, with subjects as carriers and promoters of culture in the continuum of history, socially situated. The process of using the blog is in line with the theoretical references of Historical Cultural Theory, philosophy of language and liberating education for the development and emancipation of the subjects, from an integral formation. The research subjects are CEEJA students invited to participate and who in this production process for the blog become authors, publishing their own life stories on the internet. Having the formative experiment composing in the dynamics of elaboration, production and publication of the contents, with monitoring of the subjects during the process for the collection and generation of the data, with two main instruments: the blog itself and dialogued meetings. The subjects' posts were published on the blog and from the dialogued meetings it was possible to deepen our reflections on this process. The praxiological investigation approach had an intimate relationship with the research field, acting through daily practice to collect data and implement the training experiment. Thus, the analysis of the content of the subjects' publications and the reflection on this creation process showed their voices and the effective participation of the subjects in literacy and emancipation activities, exercising the right to use the word and language. Taking the blog as an important language support tool in the school environment at CEEJA.
The present study, a qualitative approach, involves a formative experiment that uses the blog as a digital language support in pedagogical teaching activities at CEEJA - State Center for Youth and Adult Education. The study aims to use autobiography as an element of emancipation of the subjects through the use of language in school activities, from blog posts, valuing as voices and life stories of those considered, using the blog as a popular library and investigating digital in the posts of the subjects to their research from the contents and statements used by the authorial way. Use the blog as a research tool to promote reading and writing practices, in order to motivate subjects and enhance their voices in the process of emancipation through the language and pronunciation of the world. From the perspective of liberating education, the interpretation of the blog as a popular library in the digital environment meets the objectives of use and appreciation and voices, such as the way they recognize themselves as authors and use the linking of products published on the internet, effectively participating in the Web 2.0 for the creation of content and from permitted filtering activities in real contexts, with subjects as carriers and promoters of culture in the continuum of history, socially situated. The process of using the blog is in line with the theoretical references of Historical Cultural Theory, philosophy of language and liberating education for the development and emancipation of the subjects, from an integral formation. The research subjects are CEEJA students invited to participate and who in this production process for the blog become authors, publishing their own life stories on the internet. Having the formative experiment composing in the dynamics of elaboration, production and publication of the contents, with monitoring of the subjects during the process for the collection and generation of the data, with two main instruments: the blog itself and dialogued meetings. The subjects' posts were published on the blog and from the dialogued meetings it was possible to deepen our reflections on this process. The praxiological investigation approach had an intimate relationship with the research field, acting through daily practice to collect data and implement the training experiment. Thus, the analysis of the content of the subjects' publications and the reflection on this creation process showed their voices and the effective participation of the subjects in literacy and emancipation activities, exercising the right to use the word and language. Taking the blog as an important language support tool in the school environment at CEEJA.
Descrição
Palavras-chave
Educação de jovens e adultos, Experimento didático-formativo, Prática de ensino, Tecnologias digitais, Teoria histórico-cultural, Youth and adult education, Didactic-formative experiment, Teaching practice, Digital technologies, Historical-cultural theory