Professor e internet: um olhar crítico e investigativo

• Ano de defesa: 2008
• Autor(a) principal: Guimarães, Viviane Mendonça de Menezes
• Orientador(a): Junger, Cristina de Souza Vergnano
• Banca de defesa: Abreu, Maria Teresa Tedesco Vilardo , Tavares, Kátia Cristina do Amaral
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Centro de Educação e Humanidades::Instituto de Letras
• País: BR
• Palavras-chave em Português: Internet; Professor e novas tecnologias; Leitura em meio impresso e digital; Internet na educação; Língua espanhola Estudo e ensino; Leitura Meios auxiliares; Professores de língua Livros e leitura; Ensino auxiliado por computador; Tecnologia educacional
• Palavras-chave em Inglês: Internet; Teacher and the New Technologies; Reading in printed and digital environment
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: http://www.bdtd.uerj.br/handle/1/6728

The main objective of the present research is to investigate proposals of pedagogical activities, using the Internet as a source of material for classes, elaborated by teachers of Spanish as a foreign language of Rio de Janeiro city. In order to develop this study, different theoretical constructs were used: studies about the Internet and its characteristics as a digital support, general and specific aspects of reading and textual and digital genres. Questionnaires answered by the teachers were used as object of analysis. Their analysis allowed us to: a) identify and delimit the research participants; b) verify the type of material used by teachers in their classes; c) investigate what kind of interest teachers have in relation to Internet as a didactic-pedagogical resource; d) characterize their way of reading in digital environment and analyze how similar it is to their way of reading in printed environment; e) verify the proposals of reading activities elaborated by the teachers and f) build profiles, although not general, of teachers of Spanish as a FL of SME/Rio, as readers and teachers of reading. The analysis of the data has indicated that there is an interest of the majority of teachers in using the new technologies (NTs) in their classes and helping the digital inclusion of their students, but this does not proceed. As we had anticipated in assumptions, the Internet serves as a source for the acquisition of material to be used in classroom by teachers. Nevertheless, activities in computer laboratories are not carried out, not only by lack of resources, but also by the lack of physical conditions of school space that does not include the large number of students per class. Moreover, reading through the computer screen is no longer viewed in the same way as reading in printed texts and the teacher is aware of the peculiarities of this activity in a new support. Although the present study has used a reduced corpus, we believe that our conclusions will serve as material for consultation and reflection to many teachers and may be a bridge for proposals for future works involving the teacher and the new technologies