Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Reis, Sandrelli Passos dos
 |
| Orientador(a): |
Figueiredo, Carla Janaína |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
|
| Programa de Pós-Graduação: |
Programa de Pós-graduação em Letras e Linguística (FL)
|
| Departamento: |
Faculdade de Letras - FL (RG)
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/5565
|
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. |
