Contribuições do curso elaboração de material educacional digital- nível básico para o letramento digital de professores de inglês
Ano de defesa: | 2016 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
|
Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/19523 |
Resumo: | The objective of this study was to investigate the contributions of a course in elaboration of digital educational materials, entitled Elaboration of Digital Educational Materials – Basic Level, for the development of digital literacy of English teachers. This research aimed to answer the following question: which contributions does the course in Elaboration of Digital Educational Materials – Basic Level offer for the development of digital literacy of English teachers? This question was divided into two others: a) which digital competences does the course aim to develop? b) which levels of proficiency does the course aim to develop? This work was based on discussions regarding the concept of literacy according to Kato (1986), Soares (1998) and Tfouni (1998); the precursor theory of literacy development as discussed by Soares (1998); the concept of literacy also approached by Soares (1998) and Street (1984a, 1984b, 2003, 2013); different areas of research that generate new theories about this concept with the use of technology, such as The New Literacy Studies (GEE, 1990, 2000, 2011; KNOBEL; LANKSHEAR, 2002, 2006, 2007, 2012; LANKSHEAR; KNOBEL, 1998) and multiliteracies (COPE; KALANTZIS, 2000, 2009a; 2009b; 2009c; NEW LONDON GROUP, 1996; ROJO, 2009a, 2009b, 2013; ROJO; MOURA, 2012); and the concept of digital literacy discussed by Ala-Mutka (2011) and Ferrari (2012, 2013). This study is grounded on the latter, a concept that bases the digital competences framework in the project Digital Competence (DIGCOMP), which identifies and describes the competences and levels of digital literacy for an individual’s lifelong learning (COUNCIL OF EUROPE, 2001; EDUCATIONAL AND CULTURAL DG, 2007; ERSTAD, 2010; EUROPEAN COMMISSION, 2010a, 2010b, 2012; EUROPEAN PARLIAMENT AND THE COUNCIL, 2006, 2008; FERRARI, 2013, 2014, 2016). This research is a descriptive and unique case study (YIN, 2010), and had as source of data the activities proposed in the course, which were mapped (described and identified) and correlated with the digital competence framework of the DIGCOMP project (FERRARI, 2013). The results showed that the course Elaboration of Digital Educational Materials – Basic Level enables its participants to make creative and innovative use of digital technologies of information and communication to design digital educational materials to teach English based on the development of digital competences within the areas of capacity Content-creation, Problem-solving, Information and Communication presented in the DIGCOMP Project (FERRARI, 2013). This study shall contribute for researchers and teachers who work with continued education of English teachers and for the project of digital literacy development of the São Paulo State Center of Technological Education (CEETEPS) |
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Camargo, Zuleica Antoniahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4778627E0Ramos, Simone Telles Martins2016-12-06T18:31:20Z2016-11-22Ramos, Simone Telles Martins. Contribuições do curso elaboração de material educacional digital- nível básico para o letramento digital de professores de inglês. 2016. 186 f. Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.https://tede2.pucsp.br/handle/handle/19523The objective of this study was to investigate the contributions of a course in elaboration of digital educational materials, entitled Elaboration of Digital Educational Materials – Basic Level, for the development of digital literacy of English teachers. This research aimed to answer the following question: which contributions does the course in Elaboration of Digital Educational Materials – Basic Level offer for the development of digital literacy of English teachers? This question was divided into two others: a) which digital competences does the course aim to develop? b) which levels of proficiency does the course aim to develop? This work was based on discussions regarding the concept of literacy according to Kato (1986), Soares (1998) and Tfouni (1998); the precursor theory of literacy development as discussed by Soares (1998); the concept of literacy also approached by Soares (1998) and Street (1984a, 1984b, 2003, 2013); different areas of research that generate new theories about this concept with the use of technology, such as The New Literacy Studies (GEE, 1990, 2000, 2011; KNOBEL; LANKSHEAR, 2002, 2006, 2007, 2012; LANKSHEAR; KNOBEL, 1998) and multiliteracies (COPE; KALANTZIS, 2000, 2009a; 2009b; 2009c; NEW LONDON GROUP, 1996; ROJO, 2009a, 2009b, 2013; ROJO; MOURA, 2012); and the concept of digital literacy discussed by Ala-Mutka (2011) and Ferrari (2012, 2013). This study is grounded on the latter, a concept that bases the digital competences framework in the project Digital Competence (DIGCOMP), which identifies and describes the competences and levels of digital literacy for an individual’s lifelong learning (COUNCIL OF EUROPE, 2001; EDUCATIONAL AND CULTURAL DG, 2007; ERSTAD, 2010; EUROPEAN COMMISSION, 2010a, 2010b, 2012; EUROPEAN PARLIAMENT AND THE COUNCIL, 2006, 2008; FERRARI, 2013, 2014, 2016). This research is a descriptive and unique case study (YIN, 2010), and had as source of data the activities proposed in the course, which were mapped (described and identified) and correlated with the digital competence framework of the DIGCOMP project (FERRARI, 2013). The results showed that the course Elaboration of Digital Educational Materials – Basic Level enables its participants to make creative and innovative use of digital technologies of information and communication to design digital educational materials to teach English based on the development of digital competences within the areas of capacity Content-creation, Problem-solving, Information and Communication presented in the DIGCOMP Project (FERRARI, 2013). This study shall contribute for researchers and teachers who work with continued education of English teachers and for the project of digital literacy development of the São Paulo State Center of Technological Education (CEETEPS)Este trabalho tem por objetivo investigar as contribuições de um curso de formação contínua para elaboração de material educacional digital (MED), intitulado Elaboração de Material Educacional Digital - Nível Básico, para o letramento digital de professores de inglês e responder à seguinte pergunta: que contribuições um curso de formação contínua em Elaboração de Material Educacional Digital - Nível Básico oferece para o letramento digital de professores de inglês?, que foi subdividida em duas questões, a saber: a) quais competências digitais o curso se propõe a desenvolver? b) quais níveis de proficiência o curso se propõe a desenvolver? Esta investigação foi embasada em discussões sobre: o conceito de alfabetização segundo Kato (1986), Soares (1998) e Tfouni (1998); a teoria precursora do letramento, conforme Soares (1998); o conceito de letramento também discutido por Soares (1998) e por Street (1984a, 1984b, 2003, 2013); diferentes áreas de pesquisa que geram novas teorias acerca desse conceito atrelado à tecnologia, como Os Novos Letramentos (GEE, 1990, 2000, 2011; KNOBEL; LANKSHEAR, 2002, 2006, 2007, 2012; LANKSHEAR; KNOBEL, 1998) e multiletramentos (COPE; KALANTZIS, 2000, 2009a; 2009b; 2009c; NEW LONDON GROUP, 1996; ROJO, 2009a, 2009b; 2013, ROJO; MOURA, 2012); e o conceito de letramento digital como discutido por Ala-Mutka (2011) e Ferrari (2012, 2013). Esse último conceito é o alicerce deste trabalho, que se baseia no Quadro de competências digitais do projeto Digital Competence (DIGCOMP), o qual mapeia e descreve as competências e níveis de letramento digital para a formação de um indivíduo (COUNCIL OF EUROPE, 2001; EDUCATIONAL AND CULTURAL DG, 2007; ERSTAD, 2010; EUROPEAN COMMISSION, 2010a, 2010b, 2012; EUROPEAN PARLIAMENT AND THE COUNCIL, 2006, 2008; FERRARI, 2013, 2014, 2016). Caracterizada como um estudo de caso único descritivo (YIN, 2010), esta pesquisa teve como fontes geradoras dos dados as atividades propostas pelo curso em enfoque que foram mapeadas (descritas e identificadas) e correlacionadas com o Quadro de competências digitais do Projeto DIGCOMP (FERRARI, 2013). Os resultados revelaram que o curso Elaboração de Material Educacional Digital – Nível Básico capacita seus participantes a fazer uso criativo e inovador das TIDIC para elaborar MED de inglês a partir do desenvolvimento de competências digitais referentes às áreas de capacidade Criação de conteúdo, Resolução de problemas, Informação e Comunicação do Projeto DIGCOMP (FERRARI, 2013). Este trabalho pode trazer contribuições para pesquisadores e professores que trabalham com a formação (contínua) de professores de inglês e para o projeto de letramento digital do Centro Estadual Tecnológico Paula Souza (CEETEPS)Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/40435/Simone%20Telles%20Martins%20Ramos.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBrasilFaculdade de Filosofia, Comunicação, Letras e ArtesLetramento digitalCompetências digitaisProjeto DIGCOMPDigital literacyDigital competencesDIGCOMP ProjectCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADAContribuições do curso elaboração de material educacional digital- nível básico para o letramento digital de professores de inglêsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPLICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Contribuições do curso elaboração de material educacional digital- nível básico para o letramento digital de professores de inglês |
title |
Contribuições do curso elaboração de material educacional digital- nível básico para o letramento digital de professores de inglês |
spellingShingle |
Contribuições do curso elaboração de material educacional digital- nível básico para o letramento digital de professores de inglês Ramos, Simone Telles Martins Letramento digital Competências digitais Projeto DIGCOMP Digital literacy Digital competences DIGCOMP Project CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
title_short |
Contribuições do curso elaboração de material educacional digital- nível básico para o letramento digital de professores de inglês |
title_full |
Contribuições do curso elaboração de material educacional digital- nível básico para o letramento digital de professores de inglês |
title_fullStr |
Contribuições do curso elaboração de material educacional digital- nível básico para o letramento digital de professores de inglês |
title_full_unstemmed |
Contribuições do curso elaboração de material educacional digital- nível básico para o letramento digital de professores de inglês |
title_sort |
Contribuições do curso elaboração de material educacional digital- nível básico para o letramento digital de professores de inglês |
author |
Ramos, Simone Telles Martins |
author_facet |
Ramos, Simone Telles Martins |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Camargo, Zuleica Antonia |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4778627E0 |
dc.contributor.author.fl_str_mv |
Ramos, Simone Telles Martins |
contributor_str_mv |
Camargo, Zuleica Antonia |
dc.subject.por.fl_str_mv |
Letramento digital Competências digitais Projeto DIGCOMP |
topic |
Letramento digital Competências digitais Projeto DIGCOMP Digital literacy Digital competences DIGCOMP Project CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
dc.subject.eng.fl_str_mv |
Digital literacy Digital competences DIGCOMP Project |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
The objective of this study was to investigate the contributions of a course in elaboration of digital educational materials, entitled Elaboration of Digital Educational Materials – Basic Level, for the development of digital literacy of English teachers. This research aimed to answer the following question: which contributions does the course in Elaboration of Digital Educational Materials – Basic Level offer for the development of digital literacy of English teachers? This question was divided into two others: a) which digital competences does the course aim to develop? b) which levels of proficiency does the course aim to develop? This work was based on discussions regarding the concept of literacy according to Kato (1986), Soares (1998) and Tfouni (1998); the precursor theory of literacy development as discussed by Soares (1998); the concept of literacy also approached by Soares (1998) and Street (1984a, 1984b, 2003, 2013); different areas of research that generate new theories about this concept with the use of technology, such as The New Literacy Studies (GEE, 1990, 2000, 2011; KNOBEL; LANKSHEAR, 2002, 2006, 2007, 2012; LANKSHEAR; KNOBEL, 1998) and multiliteracies (COPE; KALANTZIS, 2000, 2009a; 2009b; 2009c; NEW LONDON GROUP, 1996; ROJO, 2009a, 2009b, 2013; ROJO; MOURA, 2012); and the concept of digital literacy discussed by Ala-Mutka (2011) and Ferrari (2012, 2013). This study is grounded on the latter, a concept that bases the digital competences framework in the project Digital Competence (DIGCOMP), which identifies and describes the competences and levels of digital literacy for an individual’s lifelong learning (COUNCIL OF EUROPE, 2001; EDUCATIONAL AND CULTURAL DG, 2007; ERSTAD, 2010; EUROPEAN COMMISSION, 2010a, 2010b, 2012; EUROPEAN PARLIAMENT AND THE COUNCIL, 2006, 2008; FERRARI, 2013, 2014, 2016). This research is a descriptive and unique case study (YIN, 2010), and had as source of data the activities proposed in the course, which were mapped (described and identified) and correlated with the digital competence framework of the DIGCOMP project (FERRARI, 2013). The results showed that the course Elaboration of Digital Educational Materials – Basic Level enables its participants to make creative and innovative use of digital technologies of information and communication to design digital educational materials to teach English based on the development of digital competences within the areas of capacity Content-creation, Problem-solving, Information and Communication presented in the DIGCOMP Project (FERRARI, 2013). This study shall contribute for researchers and teachers who work with continued education of English teachers and for the project of digital literacy development of the São Paulo State Center of Technological Education (CEETEPS) |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-12-06T18:31:20Z |
dc.date.issued.fl_str_mv |
2016-11-22 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Ramos, Simone Telles Martins. Contribuições do curso elaboração de material educacional digital- nível básico para o letramento digital de professores de inglês. 2016. 186 f. Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/19523 |
identifier_str_mv |
Ramos, Simone Telles Martins. Contribuições do curso elaboração de material educacional digital- nível básico para o letramento digital de professores de inglês. 2016. 186 f. Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
url |
https://tede2.pucsp.br/handle/handle/19523 |
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language |
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info:eu-repo/semantics/openAccess |
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dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.publisher.program.fl_str_mv |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem |
dc.publisher.initials.fl_str_mv |
PUC-SP |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Filosofia, Comunicação, Letras e Artes |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
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reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP instname:Pontifícia Universidade Católica de São Paulo (PUC-SP) instacron:PUC_SP |
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PUC_SP |
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Biblioteca Digital de Teses e Dissertações da PUC_SP |
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