Aprendizagem colaborativa na formação docente: contribuições das TIC's no ensino da língua portuguesa

• Ano de defesa: 2017
• Autor(a) principal: Carvalho, Lyedja Symea Ferreira Barros
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística e ensino; Mestrado Profissional em Linguística; UFPB
• Palavras-chave em Português: Formação docente; Letramento; Aprendizagem colaborativa; Recursos digitais; Teacher training; Literature; Collaborative learning; Digital resources; LINGUISTICA::TEORIA E ANALISE LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/9174

In this work, we discuss some of the results obtained from the implementation of the intervention project with Portuguese Language Teachers, which were held at a Public School in the municipality of Tabira-PE, Sertão Pernambucano. The qualitative research was supported by a collaborative ethnographic approach on the training of the Portuguese Language teacher and his teaching practice, seeking to investigate if the Information and Communication Technologies (ICTs) and their collaborative conception are integrated to the teachers' practice In this context, in the present study, we verified how technologies impacted changes in the teaching and learning processes of the Portuguese Language course. Data collection was done through qualitative research: through the structured interview, recorded in an audio recorder and later transcribed. As research participants, there are five professors of Portuguese Language, of High School. In order to base the study, we take as reference the studies of Levy (2010), Rojo (2013), Ferreiro (2013), Gomes (2009), Araújo (2016), Moran (2013) and Gabriel Guide literacy studies and analyze the strategies used to integrate technologies into practical classroom activities. According to data collected, the results of the intervention proposal in the present study point to the importance of knowledge about the use of ICTs in the teaching and learning process and reveal that different writing technologies generate different states or conditions in those that use them in their Reading and writing practices. The research also reveals that the uses of the Digital Educational Resources, asynchronous, develop the multisemiotic literatures, and can also be an incentive to the students' textual production and authorship, besides motivating the teaching and learning process of the contents, arousing the interest , Participation and collaboration, motivating the students to glimpse new concepts of production and collaborative authorship in Portuguese Language classes with uses of technologies.