Cognição, intertextualidade e hipertexto: uma proposta para o ensino de leitura utilizando as tecnologias de informação e comunicação.

• Ano de defesa: 2010
• Autor(a) principal: Oliveira, Valéria Mendonça de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Programa de Pós-graduação em Letras; letras
• Palavras-chave em Português: Hipertexto; Hipermídia; Intertexto; Parentalidade; Filitude; Ensino; Leitura; Reading; Hypertext; Intertext; Parenting; Progeny; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://app.uff.br/riuff/handle/1/19074

In today s world, new forms of thinking and living have developed due to the use of information technology and telecommunication which have become a fundamental activity that even interferes with the way humans deal with their normal activities. According to the new modes of knowing and thinking, this new century requires building new relationships and connections among society in order to make effective use of information and communication technologies. The use of computer technology combined with the teaching-learning process has been a big prospect in the educational revolution. Although much has been said about this subject, little has been proven in terms of the efficiency of the implementation of the new learning instrument in traditional school setting little has been studied in this respect. Given the evidence that the Internet has become a tool for reading, writing and researching, this dissertation has the intent to propose the use of a methodology for teaching reading and interpretation of the Portuguese language by using new technological tools. In the first part of this master dissertation, we present the theoretical framework upon which this research relies on. Based on the concept of constructionism (Papert, 2008), we propose the union of the concepts of mathetics along with the reading s methodology developed by Silva (2002, 2005, 2007, 2009), which creates a relationship between parenting and progeny writings. Theoretically, we relate these pedagogical proposals to the assumptions of the French linguists group who has studied the problem of text and the problem of teaching language through abstract concepts (cf., among others, Charolles, Combette, Vigner, Adam, Portine, Coste, Moirand). The second part of this work is constituted of the presentation of a concrete proposal for the use of information and communication technologies in teaching reading, regarding the application in actual school teaching. This proposal is embodied by a software available in the World Wide Web. Given the possibility of mobilization for productive use of information technologies, we intend to offer young high school students a new view of the conceptual and interpretative forms of learning. We defend the idea that understanding the world can be more effective through the establishment of connections, with reference to elements of their own universe.