Letramento digital no ensino médio:conexões entre tecnologia e aprendizagem colaborativa nos processos de leitura e de escrita em língua portuguesa
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2015-05-22
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Universidade Federal de Goiás
Resumo
This study aims at describing interaction events during elaboration and deployment of
activities which took place in Portuguese lessons in a 2nd year class of a public state High
School in Goiânia-Goiás. The paper points out resignification of digital literacy practices,
participants’ mindset changes, and students’ evaluation of achieved results through hypertext
reading and writing work hosted in the computer screen and Web 2.0. In the theoretical
background related to reading historicity and their relations to writing, we highlight Chartier
(1994, 1998, 2002, 2009), Manguel (1997), Orlandi (2012); and in the Brazilian education
history field, we highlight Schwarcz (2002), Villalta (1997), Azevedo (1996), Faria Filho
(2000), among others. Regarding the theoretical constructs on language, we have adopted the
sociointeractionist perspectives of Bakhtin (2003, 2004), Vygotsky (2000, 2007), as well as
Lévy’s conceptions of intelligence technology (1993, 1999, 2013) in the computing filed. As
regards discussions on technology and teaching, digital literacy and multiliteracies, we
highlight the studies made by Kenski (2012), Dias (2010, 2012), Rojo (2012, 2013), Soares
(1999, 2002, 2011), among others. The methodology we have adopted is qualitative research
in the type of action-research based on Serrano (1998), Moreira e Caleffe (2008), Esteban
(2010), who characterized this method as interpretation of educational everyday routine
through intervention in action-reflection-action. The context we have observed is a state
public high school in the suburb of Goiânia-GO and the research participants are students of a
2nd year class of the morning shift together with the collaborator teacher and the researcher
teacher. The research instruments we have used are interactive observation, questionnaire,
interview, audio recording, and documentary collection. The results point out that there has
been effectuation of individual and collective autonomy in knowledge production through
collaboration and co-participation in multiple reading and writing tasks subsidized by
Webquest and Facebook digital tools.
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REIS, S. P. Letramento digital no ensino médio:conexões entre tecnologia e aprendizagem colaborativa nos processos de leitura e de escrita em língua portuguesa. 2015. 219 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2015.