Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Silva, Scheilla Maria Orlosqui Cavalcante da
 |
| Orientador(a): |
Silva, Ana Paula Berberian Vieira da |
| Banca de defesa: |
Tonocchi, Rita de Cassia,
Sá, Ricardo Antunes de |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Tuiuti do Parana
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| Programa de Pós-Graduação: |
Mestrado em Distúrbios da Comunicação
|
| Departamento: |
Distúrbios da Comunicação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Resumo em Inglês: |
This study aimed to analyze views of a group of teachers and educators working in Curitiba Municipal Education Network about digital literacy. The discussions around literacy, digital literacy, teacher’s formation and public policies about technology in education were based on the authors: Araújo (2015); Bakhtin (1981, 1997, 1999, 2003, 2004, 2006); Bonilla (2009); Coscarelli, Ribeiro, et al. (2014); Faraco (2009); Freitas (2003, 2008, 2009, 2010); Gomes (2013); Goulart (2014); Levy (1996, 1999); Marcuschi (2002, 2008); Massi (2007); Ribeiro, et al. (2015); Rojo (2015); Rojo, et al. (2012, 2013); Sá and Endlich (2014, 2015); Santaella (2003, 2007); Soares (2000, 2002, 2004, 2013, 2014); Souza (2007); Tfouni (2010), among others. Regarding the methodological guidance, this study had qualitative and quantitative approach. Data collection was carried out through semi-structured interviews conducted individually, about the identification of the subjects, the initial, continuing education and in service, the theoretical and practical approaches about literacy and digital literacy and technology infrastructure conditions in the school context. Data were transcribed and analyzed by content analysis methodology. They totaled 18 research subjects with 9 teachers and 9 educators, with an average age of 43 years and time of performance in teaching ranging from 5 to 35 years. On the views around the digital literacy could be apprehended restrictions on the knowledge of this concept and its appropriation process. Arising from these, it was possible to identify limitations for the establishment of coherent theoretical-practical and effective associations for the promotion of significant literacy practices (whether digital or not), with the teaching/ learning process. From these limitations, the study highlights the need for a proposal for teacher’s education (initial, continuous, in service) that includes technical and pedagogical aspects of technology, as well as contributes to a reflection on the ways in which these technologies are designed, used and mediated in social practices. That is, a teacher’s education that seeks to develop digital literacy. |
| Link de acesso: |
http://tede.utp.br:8080/jspui/handle/tede/1257
|
Resumo: |
This study aimed to analyze views of a group of teachers and educators working in Curitiba Municipal Education Network about digital literacy. The discussions around literacy, digital literacy, teacher’s formation and public policies about technology in education were based on the authors: Araújo (2015); Bakhtin (1981, 1997, 1999, 2003, 2004, 2006); Bonilla (2009); Coscarelli, Ribeiro, et al. (2014); Faraco (2009); Freitas (2003, 2008, 2009, 2010); Gomes (2013); Goulart (2014); Levy (1996, 1999); Marcuschi (2002, 2008); Massi (2007); Ribeiro, et al. (2015); Rojo (2015); Rojo, et al. (2012, 2013); Sá and Endlich (2014, 2015); Santaella (2003, 2007); Soares (2000, 2002, 2004, 2013, 2014); Souza (2007); Tfouni (2010), among others. Regarding the methodological guidance, this study had qualitative and quantitative approach. Data collection was carried out through semi-structured interviews conducted individually, about the identification of the subjects, the initial, continuing education and in service, the theoretical and practical approaches about literacy and digital literacy and technology infrastructure conditions in the school context. Data were transcribed and analyzed by content analysis methodology. They totaled 18 research subjects with 9 teachers and 9 educators, with an average age of 43 years and time of performance in teaching ranging from 5 to 35 years. On the views around the digital literacy could be apprehended restrictions on the knowledge of this concept and its appropriation process. Arising from these, it was possible to identify limitations for the establishment of coherent theoretical-practical and effective associations for the promotion of significant literacy practices (whether digital or not), with the teaching/ learning process. From these limitations, the study highlights the need for a proposal for teacher’s education (initial, continuous, in service) that includes technical and pedagogical aspects of technology, as well as contributes to a reflection on the ways in which these technologies are designed, used and mediated in social practices. That is, a teacher’s education that seeks to develop digital literacy. |
