Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
ANDRADE, KARINA
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| Orientador(a): |
Cardozo, Poliana Fabíula
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| 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: |
Universidade Estadual do Centro-Oeste
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação (Mestrado - Irati)
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| Departamento: |
Unicentro::Departamento de Ciências Humanas, Letras e Artes
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| País: |
Brasil
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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: |
http://tede.unicentro.br:8080/jspui/handle/jspui/1494
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Resumo: |
This research sought to present how phenomena associated with Digital Information and Communication Technologies (DICT) have modified the socio- cultural configurations and consequently the educational scenario, focusing on the literacy process. Inspired by empirical findings from the school context, as well as from the changes associated with the cybercultural universe, he intended to answer: What are the characteristics of literacy in the 21st century, considering the use of TDIC? Based on this problem, the general objective of the research was to analyze how the uses of TDIC reflect on the final evaluative result of the students' literacy process, in a class of 1st year of Elementary School, from a public school in the city of Guarapuava- PR. The investigation had a qualitative nature and an exploratory character, in which a historical-organizational case study was carried out, permeated by contemporary educational challenges, dialoguing with educational policies that contemplate both literacy and technologies. Therefore, the specific objectives were focused on: discussing the marked changes associated with techniques and DICT in postmodernity, punctuating the main methodologies used in Brazilian literacy, identifying how DICT are being used and / or repelled in Elementary School Years Initials and relate the final evaluation result on the students' literacy level, with the contact they had with the TDIC. Thus, its application used the mixed approach, with a qualitative and quantitative perspective in Creswell (2003), beyond content analysis, according to Bardin (2010), as the data refer to the final evaluative results that the students of the analyzed class obtained in 2019, on the level of literacy, in correlation to the vision of their parents about the contact that students had with the DICT, also involving the view of teachers responsible for the literacy and the educational informatics discipline of the given school, in order to broaden the view about the phenomenon. The desired results were to demonstrate theoretically and empirically how DICT delineate new social perspectives, especially the childhood that is literate in contemporary times, the alpha generation. In this sense, it was found that literacy are projected in the 21st century, with profound marks of the 20th century in their formulations. Even so, near 80% of the students to reach the alphabetical level, according to the internal evaluation that the school adopted in 2019. Almost 90% of the students participating in the study had daily contact on their cell phones, between 0 and 4 hours, at home, while at school, less than 5% of the targeting of activities in the school year were integrated into DICT, revealing an extreme distance that these students have with the technologies in the literacy phase, omitting the Elementary Education Initial Years, current and future teaching demands. |
