Histórias de laboratórios, laboratoristas e ensino de língua portuguesa

• Ano de defesa: 2013
• Autor(a) principal: Silva, Angela Márcia da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Estudos Linguísticos; Linguística Letras e Artes; UFU
• Palavras-chave em Português: Pesquisa narrativa; Professor de informática educativa; Laboratório de informática; Ensino de língua portuguesa; Língua portuguesa Estudo e ensino; Narrative inquiry; Educational computing teacher; Computer laboratory; Portuguese language teaching; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/15439; https://doi.org/10.14393/ufu.di.2013.70

This study aimed to describe and analyze the actions developed by a \"laboratory technician\" in a computer laboratory of a municipal school located in a city of Triangulo Mineiro. The specific objectives of this research were: (a) narrate and analyze the practice adopted by the \"laboratory technician\" from a public school; (b) describe and analyze the process lived by the \"laboratory technician\" in order to prepare activities that were developed in the computer laboratory of the school; (c) narrate and analyze my participation as a volunteer in helping with the activities design in the computer laboratory. The setting of this research was the computer laboratory of the school mentioned above and the participants were the researcher and the teacher of educational computing of the school. In order to collect field texts, the following instruments were used: diaries, informal talks, files of laboratory activities, field notes and narratives of the participants. This work was based on studies on didactic laboratories in public schools and teaching conceptions (PCNs, 1998; ZAPPAROLI, 2005; BENINI, 2006; CRUZ, 2009), considerations on science laboratories (PCNs, 1999; POSSOCOM et. al., 2003; CRUZ, 2009), studies on the integration of computers in schools (OLIVEIRA, 2006; PROINFO, 1997) and on considerations on the role of the educational computing teacher (PETITTO, 2003; FERREIRA, 2005; GOULART, 2008 ; SILVA, 2012). The methodological approach adopted was the Narrative Inquiry according to Clandinin and Connelly (2000, 2004). The composing of the field texts was made through the Meaning Composing (ELY; VINZ, DOWNING; ANZUL, 2001). I believe the results of this research may provide grounds for questioning the discussions about the work in the computer laboratory, regarding especially teaching conceptions present in Portuguese activities and the role of the educational computing teacher in this context.