Detalhes bibliográficos
| Ano de defesa: |
2010 |
| Autor(a) principal: |
Freire, Diane Mota Mello
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| Orientador(a): |
Almeida, Fernando José de |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
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| Departamento: |
Educação
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| País: |
BR
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/10234
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Resumo: |
This research was motivated by the contradiction between the technologic resources that is offered to teachers of public state schools for elementary education and the pedagogic development of teachers that is necessary to support their use of technology. The theoretical references try to explore and understand some main concepts on the current researches about Literacy and Technology , and about the inclusion of training about the use of technology in teaching training programs. In order to develop this work, a qualitative approach was used and characterized by an action research in which a course was developed. The course is named Net Leitura e Net Escrita nas séries iniciais do Ensino Fundamental , and was offered for teachers who teach in the first years of school from Diretoria de Ensino de Mogi das Cruzes, according to the authorization of Coordenadoria de Estudos e Normas Pedagógicas (CENP). Five teachers who took part in the course were chosen as research subjects. The objective was to find out the possibilities and challenges for the integration of the Internet to reading and writing practices in the classroom by the teachers. It was also observed which changes on the teaching practice were favoured during the training course. The interpretation and analysis of the results show that the possibilities are related to: development of Didactic Projects; search for information and production of knowledge; development of situations which favour the learning and the contribution on literacy processes. The challenges for the teachers were: inadequacy of the structure conditions and Internet access to the SAI in the schools, and the time which interferes negatively on the development of the activities which had been suggested. The initial hypothesis was confirmed, as changes were observed in the pedagogic practices of the teachers. For example, the teachers were more open to learning; they were reflecting more while planning; they were using the ITCs in their pedagogic practices. It was also observed the development of projects based on researches, attention to the students‟ different needs, sharing of experiences and development of active social individuals. Therefore, the teachers which have a critical role concerning the curriculum contribute to the literacy of children and their path towards freedom |
