A utilização da tecnologia computacional no processo da leitura e escrita

• Ano de defesa: 2008
• Autor(a) principal: Monte, Silvia Cristina de Mendonça Lopes
• Orientador(a): Gitahy, Raquel Rosan Christino
• Banca de defesa: Ruiz, Adriano Rodrigues , Schlünzen, Elisa Tomoe Moriya
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Leitura; Prática de ensino; Tecnologia educacional
• Palavras-chave em Inglês: Reading; Writing; Computational Technology
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://bdtd.unoeste.br:8080/tede/handle/tede/208

In the last years, it was observed that the majority of students attending fundamental educational levels show difficulties in reading and writing. Based on this, the present work tries to contribute with the improvement of such activities by using the computer. The object of the research is the learning process of students, whose ages vary from 11 to 13 years old, with deficiencies in reading and writing, who attend the 5 th grade of Fundamental Education. So, the research bearing question in how to use the computer technology in the teaching and learning processes of these student s reading and writing. In this way, the investigation objective refers to the analysis of advances in reading and writing processes, using the informatic room with students who presented difficulties in the development of such activities. The study had a qualitative nature and it was based on Valente s, Papert s, Freire s and Emília Ferreiro s readings, favoring the affective and cognitive aspects. The writing production activities were collected in the informatic room and, in this process, the progress and difficulties were analysed; from now/on , new actions and strategies focusing the project development were defined. The research methodological development occurred in three distinctive moments: an initial avaluation, when the students presented a written production; next, there was an intervention, counting on activities using the computer; and finally, a last avaluation, in which the students presented, again, a written production. The results obtained were significative and contributed to the learning processes of reading and writing, although the students continued presenting difficulties in mastering the grammatical and orthographical rules. The teachers must, then, desmistify the use of this technology and apply it in their students teaching and learning processes.