A Língua Portuguesa que se compartilha por meio do WhatsApp: um estudo sobre as práticas pedagógicas em uma escola da rede pública de Belo Horizonte
| Ano de defesa: | 2018 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal de Minas Gerais
UFMG |
| Programa de Pós-Graduação: |
Não Informado pela instituição
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| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: | |
| Link de acesso: | http://hdl.handle.net/1843/FAES-BEFE5U |
Resumo: | The construction of Portuguese language knowledge within the virtual environment of the WhatsApp group materializes as an extension of the classroom, while contents of the discipline that are worked in the classroom (formal learning environment) can be explored more effectively by many other possible ways and means, through the continuous interaction between students and teacher, through the constant action of access to content, information and research within the universe of the internet/web that promote the interaction, sharing and reconstruction of meanings and, consequently, knowledge construction. It is from this perspective that we chose as objective of this research to analyze the use of WhatsApp as a procedure of teaching the Portuguese Language in and outside the classroom. In addition, we seek to understand how the teacher's perspective is centered in terms of the use of the application, as well as the way the educator perceives the engagement or not of the students. Subsequently, a reflection on linguistic normativism will be proposed, from the point of view of its implications for the teaching of Portuguese Language. The development of the research took place in the light of the theories on the studies of de Oliveira et al. (2014), Leite (2009), Moran (2008), Zabala (1998), Hamilton (2000), Soares (2003), Kleiman (2005; 2008), Oliveira (2008), Tavares (2008), Lemke (2010) and Coscarelli (2011) dedicated their research to literacy and, with this, sought to better understand how such a teaching tool can dialogue with the current moment, in which new technologies are prolific and dynamic. We trust that the implementation of technological resources should not be seen as the solution to the problems identified in teaching, but rather as an instrument created to meet the needs of society and capable of helping to obtain more meaningful results in the teaching-learning process. Methodologically, this quantitative and qualitative study, is inserted in the field of research of an interpretive nature. As for the analysis of the data, these allowed to show that: the insertion of teacher posts contributed partially to the written production of the students; the multimodality of the texts in WhatsApp allowed the student a greater production of meanings and interest in writing; the practices of literacy guided by social practices, through the cellular, intensified the interactivity of the students in the classroom. |