Ludicidade e tecnologias na alfabetização: uma metodologia para o ensino híbrido

• Ano de defesa: 2022
• Autor(a) principal: Alves, Sara Poltosi
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional; Centro de Educação
• Palavras-chave em Português: Alfabetização; Ludicidade; Ensino híbrido; Tecnologia; Literacy; Playfulness; Hybrid teaching; Technology; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/26813

This research, linked to the PG Course in Public Policies and Educational Management, of the Professional Master's Program, of the Pedagogical Management and Educational Contexts Research Line (LP2), addresses the theme of Literacy and Playfulness in the Context of hybrid teaching. Its general objective was to understand the contributions of active methodologies, of playfulness and the use of technologies, in the hybrid teaching modality, for the success of literacy in the early years of elementary school. For specific objectives prioritized: Description of literacy concepts and methods; recognition of significant representations and the importance of active methodologies in the teaching and learning process; analysis of the implications of lived experiences with active methodologies in the literacy process in the early years, in the context of hybrid education, proposing a methodological strategy of playful literacy. It mediated by active methodologies and technologies that enhance the success of literacy in the early years of Elementary School. It based on a qualitative approach research, of the descriptive type, which sought inferences from the crossing of data from two literacy classes, with a view to a perception of different methodological approaches used by literacy teacher, it is being carried out in a school of the municipal education network of Santa Maria. With the subjects of the 2nd year of elementary school, using instruments of semi-structured interviews and free observation of the participants. The theoretical Reference is organized on the basis on the authors who come to support literacy methods; public policies for literacy; knowledge in virtual learning environments; delimitation of procedures and considerations for a literacy practice that could be successful. The technical/educational product was built from a methodological proposal for literacy in hybrid teaching, seeking assumptions for literacy through playfulness and technology, assuming that their contributions could be used in the context of active methodologies in literacy. The purpose of the study sought to present an innovative proposal for the teaching-learning context in literacy in hybrid teaching.