Alfabetização e tecnologia: uma análise na perspectiva da Pedagogia Histórico-Crítica
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Data
2020-11-17
Autores
Darius, Rebeca Pizza Pancotte [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente tese tem como objeto de estudos os fundamentos teóricos da relação entre a alfabetização e a tecnologia na perspectiva da Pedagogia Histórico-Crítica e da Psicologia Histórico-Cultural. O objetivo geral desta pesquisa é analisar a tecnologia no processo de alfabetização. Como objetivos específicos, pretendemos: compreender o conceito de tecnologia como produto do trabalho humano; analisar as teorias pedagógicas e psicológicas que fundamentam o uso de recursos tecnológicos, especificamente os aplicativos e jogos educativos para alfabetização; e analisar a relação entre tecnologias antigas e novas destacando a necessidade de compreender esse movimento como superação por incorporação, e não por negação e eliminação. O problema de pesquisa tem como foco a incorporação dessas novas tecnologias na alfabetização à luz dos pressupostos da Psicologia Histórico-Cultural e da Pedagogia Histórico-Crítica, especialmente no que se refere ao papel do professor e à função auxiliar que elas se propõem a ter no processo de alfabetização. O estudo está pautado no método dialético porque analisa a tecnologia na alfabetização a partir das categorias de movimento e da totalidade, cuja análise do novo e antigo, da continuidade e ruptura, alfabetização e educação escolar se fazem presentes. Como técnicas de pesquisa, utilizamos a pesquisa bibliográfica na primeira parte do trabalho, que contempla os capítulos 2 e 3, por meio da explicitação teórico-filosófica e psicológica acerca de conceitos fundamentais de técnica, tecnologia, teorias pedagógicas e alfabetização. Na segunda parte, que corresponde ao capítulo 4, nosso campo de estudos foi, sobretudo, o ambiente virtual em diálogo com os pressupostos teóricos. Como resultado, temos que os recursos tecnológicos em alfabetização atuais parecem não possuir um caráter de ensino, embora sejam identificados como educativos e tendam a simplificar o processo de alfabetização, incorrendo num sentido oposto à forma como o aprendizado se consolida. Defendemos que a ação intencional do professor como mediador é necessária para que mobilize, nos estudantes, as funções psicológicas superiores, seja no uso das tecnologias atuais, seja no uso das antigas.
This thesis has as its object of study the theoretical foundations of the relationship between literacy and technology in the perspective of Historical-Critical Pedagogy and Historical-Cultural Psychology. The general objective of this research is to analyze technology in the literacy process. As specific objectives, we aim: to understand the concept of technology as a product of human work; to analyze the pedagogical and psychological theories that underlie the use of technological resources, specifically educational applications, and games for literacy; and to analyze the relationship between old and new technologies, highlighting the need to understand this movement as overcoming by incorporation, and not by negation and elimination. The study is based on the dialectical method because it analyzes technology in literacy from the categories of movement and totality, whose analysis of the old and new, of continuity and rupture, literacy, and school education are present. As research techniques, we use bibliographic research in the first part of the work, which includes chapters 2 and 3, through a theoretical-philosophical and psychological explanation about fundamental concepts of technique, technology, pedagogical theories, and literacy. In the second part, which corresponds to chapter 4, our field of study was, above all, the virtual environment in dialogue with the theoretical assumptions. As a result, we have that the current technological resources in literacy do not seem to have a teaching character, although they are identified as educational and tend to simplify the literacy process, incurring in a direction opposite to the way learning is consolidated. We argue that the teacher's intentional action as a mediator is necessary to mobilize higher psychological functions in students, whether in the use of current technologies or of the old ones.
This thesis has as its object of study the theoretical foundations of the relationship between literacy and technology in the perspective of Historical-Critical Pedagogy and Historical-Cultural Psychology. The general objective of this research is to analyze technology in the literacy process. As specific objectives, we aim: to understand the concept of technology as a product of human work; to analyze the pedagogical and psychological theories that underlie the use of technological resources, specifically educational applications, and games for literacy; and to analyze the relationship between old and new technologies, highlighting the need to understand this movement as overcoming by incorporation, and not by negation and elimination. The study is based on the dialectical method because it analyzes technology in literacy from the categories of movement and totality, whose analysis of the old and new, of continuity and rupture, literacy, and school education are present. As research techniques, we use bibliographic research in the first part of the work, which includes chapters 2 and 3, through a theoretical-philosophical and psychological explanation about fundamental concepts of technique, technology, pedagogical theories, and literacy. In the second part, which corresponds to chapter 4, our field of study was, above all, the virtual environment in dialogue with the theoretical assumptions. As a result, we have that the current technological resources in literacy do not seem to have a teaching character, although they are identified as educational and tend to simplify the literacy process, incurring in a direction opposite to the way learning is consolidated. We argue that the teacher's intentional action as a mediator is necessary to mobilize higher psychological functions in students, whether in the use of current technologies or of the old ones.
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Palavras-chave
Educação, Alfabetização, Tecnologia, Literacy, Technology, Education