Net Leitura e Net Escrita na prática do professor das séries iniciais: uma pesquisa-ação na escola pública paulista (2008-2009)
Ano de defesa: | 2010 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
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 Educação: Currículo
|
Departamento: |
Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/10234 |
Resumo: | This research was motivated by the contradiction between the technologic resources that is offered to teachers of public state schools for elementary education and the pedagogic development of teachers that is necessary to support their use of technology. The theoretical references try to explore and understand some main concepts on the current researches about Literacy and Technology , and about the inclusion of training about the use of technology in teaching training programs. In order to develop this work, a qualitative approach was used and characterized by an action research in which a course was developed. The course is named Net Leitura e Net Escrita nas séries iniciais do Ensino Fundamental , and was offered for teachers who teach in the first years of school from Diretoria de Ensino de Mogi das Cruzes, according to the authorization of Coordenadoria de Estudos e Normas Pedagógicas (CENP). Five teachers who took part in the course were chosen as research subjects. The objective was to find out the possibilities and challenges for the integration of the Internet to reading and writing practices in the classroom by the teachers. It was also observed which changes on the teaching practice were favoured during the training course. The interpretation and analysis of the results show that the possibilities are related to: development of Didactic Projects; search for information and production of knowledge; development of situations which favour the learning and the contribution on literacy processes. The challenges for the teachers were: inadequacy of the structure conditions and Internet access to the SAI in the schools, and the time which interferes negatively on the development of the activities which had been suggested. The initial hypothesis was confirmed, as changes were observed in the pedagogic practices of the teachers. For example, the teachers were more open to learning; they were reflecting more while planning; they were using the ITCs in their pedagogic practices. It was also observed the development of projects based on researches, attention to the students‟ different needs, sharing of experiences and development of active social individuals. Therefore, the teachers which have a critical role concerning the curriculum contribute to the literacy of children and their path towards freedom |
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Almeida, Fernando José dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4251678T0Freire, Diane Mota Mello2016-04-27T14:32:51Z2010-09-082010-08-09Freire, Diane Mota Mello. Net Leitura e Net Escrita na prática do professor das séries iniciais: uma pesquisa-ação na escola pública paulista (2008-2009). 2010. 162 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010.https://tede2.pucsp.br/handle/handle/10234This research was motivated by the contradiction between the technologic resources that is offered to teachers of public state schools for elementary education and the pedagogic development of teachers that is necessary to support their use of technology. The theoretical references try to explore and understand some main concepts on the current researches about Literacy and Technology , and about the inclusion of training about the use of technology in teaching training programs. In order to develop this work, a qualitative approach was used and characterized by an action research in which a course was developed. The course is named Net Leitura e Net Escrita nas séries iniciais do Ensino Fundamental , and was offered for teachers who teach in the first years of school from Diretoria de Ensino de Mogi das Cruzes, according to the authorization of Coordenadoria de Estudos e Normas Pedagógicas (CENP). Five teachers who took part in the course were chosen as research subjects. The objective was to find out the possibilities and challenges for the integration of the Internet to reading and writing practices in the classroom by the teachers. It was also observed which changes on the teaching practice were favoured during the training course. The interpretation and analysis of the results show that the possibilities are related to: development of Didactic Projects; search for information and production of knowledge; development of situations which favour the learning and the contribution on literacy processes. The challenges for the teachers were: inadequacy of the structure conditions and Internet access to the SAI in the schools, and the time which interferes negatively on the development of the activities which had been suggested. The initial hypothesis was confirmed, as changes were observed in the pedagogic practices of the teachers. For example, the teachers were more open to learning; they were reflecting more while planning; they were using the ITCs in their pedagogic practices. It was also observed the development of projects based on researches, attention to the students‟ different needs, sharing of experiences and development of active social individuals. Therefore, the teachers which have a critical role concerning the curriculum contribute to the literacy of children and their path towards freedomEsta pesquisa parte da constatação da contradição entre o aparato tecnológico oferecido às escolas estaduais de Ensino Fundamental Ciclo I e a preocupação com a formação pedagógica dos professores deste nível de ensino para utilizá-los. As referências teóricas subsidiaram a compreesão de conceitos centrais sobre o panorama atual dos temas Alfabetização e Tecnologia e a inclusão de formação tecnológica nos programas de formação de professores. Para viabilizar o estudo, optou-se por uma abordagem qualitativa caracterizada por uma pesquisa-ação, em que foi desenvolvido um curso denominado Net Leitura e Net Escrita nas séries iniciais do Ensino Fundamental para professores das séries iniciais da Diretoria de Ensino Região Mogi das Cruzes, com devida autorização da Coordenadoria de Estudos e Normas Pedagógicas (CENP). Foram selecionados como sujeitos cinco professores participantes do curso. Buscamos investigar as possibilidades e os desafios da integração da internet às práticas de leitura e escrita na sala de aula por esses professores e verificamos quais mudanças foram proporcionadas pelo curso de formação. A interpretação e a análise dos resultados demonstram que as possibilidades envolvem: realização de Projetos Didáticos; busca de informações e produção de conhecimento; criação de situações favoráveis ao aprendizado; e contribuição com o processo de alfabetização e letramento. Os desafios para os professores foram: as condições inadequadas da estrutura e do acesso à internet das SAI das escolas e o fator tempo como interveniente negativo para a realização das atividades propostas. Confirma-se a hipótese inicial, pois observamos mudanças nos atos pedagógicos dos professores, entre elas: abertura ao aprender; planejamento com reflexão; uso pedagógico das TIC; papel mediador e modelador do currículo; realização de projetos com pesquisas; atendimento à diversidade dos alunos; troca de experiência e formação de cidadãos ativos. Dessa forma, concluímos que os professores que atuam com uma postura crítica diante do currículo contribuem para que as crianças ingressem no mundo letrado e busquem ser livresSecretaria da Educação do Estado de São Pauloapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22328/Diane%20Mota%20Mello%20Freire.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBREducaçãoAlfabetização e letramentoTecnologias da informação e comunicaçãoCurrículoFormação de professoresLiteracyInformation and communication technologiesInternetCurriculumTeacher trainingCNPQ::CIENCIAS HUMANAS::EDUCACAONet Leitura e Net Escrita na prática do professor das séries iniciais: uma pesquisa-ação na escola pública paulista (2008-2009)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTDiane Mota Mello Freire.pdf.txtDiane Mota Mello Freire.pdf.txtExtracted texttext/plain284576https://repositorio.pucsp.br/xmlui/bitstream/handle/10234/3/Diane%20Mota%20Mello%20Freire.pdf.txt2318d126ba1493e057d60dea98663f15MD53ORIGINALDiane Mota Mello Freire.pdfapplication/pdf2230089https://repositorio.pucsp.br/xmlui/bitstream/handle/10234/1/Diane%20Mota%20Mello%20Freire.pdf354f2e73bc24127003957b7aed2c8256MD51THUMBNAILDiane Mota Mello Freire.pdf.jpgDiane Mota Mello Freire.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/10234/2/Diane%20Mota%20Mello%20Freire.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/102342022-04-28 04:16:25.463oai:repositorio.pucsp.br:handle/10234Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T07:16:25Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Net Leitura e Net Escrita na prática do professor das séries iniciais: uma pesquisa-ação na escola pública paulista (2008-2009) |
title |
Net Leitura e Net Escrita na prática do professor das séries iniciais: uma pesquisa-ação na escola pública paulista (2008-2009) |
spellingShingle |
Net Leitura e Net Escrita na prática do professor das séries iniciais: uma pesquisa-ação na escola pública paulista (2008-2009) Freire, Diane Mota Mello Alfabetização e letramento Tecnologias da informação e comunicação Currículo Formação de professores Literacy Information and communication technologies Internet Curriculum Teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Net Leitura e Net Escrita na prática do professor das séries iniciais: uma pesquisa-ação na escola pública paulista (2008-2009) |
title_full |
Net Leitura e Net Escrita na prática do professor das séries iniciais: uma pesquisa-ação na escola pública paulista (2008-2009) |
title_fullStr |
Net Leitura e Net Escrita na prática do professor das séries iniciais: uma pesquisa-ação na escola pública paulista (2008-2009) |
title_full_unstemmed |
Net Leitura e Net Escrita na prática do professor das séries iniciais: uma pesquisa-ação na escola pública paulista (2008-2009) |
title_sort |
Net Leitura e Net Escrita na prática do professor das séries iniciais: uma pesquisa-ação na escola pública paulista (2008-2009) |
author |
Freire, Diane Mota Mello |
author_facet |
Freire, Diane Mota Mello |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Almeida, Fernando José de |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4251678T0 |
dc.contributor.author.fl_str_mv |
Freire, Diane Mota Mello |
contributor_str_mv |
Almeida, Fernando José de |
dc.subject.por.fl_str_mv |
Alfabetização e letramento Tecnologias da informação e comunicação Currículo Formação de professores |
topic |
Alfabetização e letramento Tecnologias da informação e comunicação Currículo Formação de professores Literacy Information and communication technologies Internet Curriculum Teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Literacy Information and communication technologies Internet Curriculum Teacher training |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research was motivated by the contradiction between the technologic resources that is offered to teachers of public state schools for elementary education and the pedagogic development of teachers that is necessary to support their use of technology. The theoretical references try to explore and understand some main concepts on the current researches about Literacy and Technology , and about the inclusion of training about the use of technology in teaching training programs. In order to develop this work, a qualitative approach was used and characterized by an action research in which a course was developed. The course is named Net Leitura e Net Escrita nas séries iniciais do Ensino Fundamental , and was offered for teachers who teach in the first years of school from Diretoria de Ensino de Mogi das Cruzes, according to the authorization of Coordenadoria de Estudos e Normas Pedagógicas (CENP). Five teachers who took part in the course were chosen as research subjects. The objective was to find out the possibilities and challenges for the integration of the Internet to reading and writing practices in the classroom by the teachers. It was also observed which changes on the teaching practice were favoured during the training course. The interpretation and analysis of the results show that the possibilities are related to: development of Didactic Projects; search for information and production of knowledge; development of situations which favour the learning and the contribution on literacy processes. The challenges for the teachers were: inadequacy of the structure conditions and Internet access to the SAI in the schools, and the time which interferes negatively on the development of the activities which had been suggested. The initial hypothesis was confirmed, as changes were observed in the pedagogic practices of the teachers. For example, the teachers were more open to learning; they were reflecting more while planning; they were using the ITCs in their pedagogic practices. It was also observed the development of projects based on researches, attention to the students‟ different needs, sharing of experiences and development of active social individuals. Therefore, the teachers which have a critical role concerning the curriculum contribute to the literacy of children and their path towards freedom |
publishDate |
2010 |
dc.date.available.fl_str_mv |
2010-09-08 |
dc.date.issued.fl_str_mv |
2010-08-09 |
dc.date.accessioned.fl_str_mv |
2016-04-27T14:32:51Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Freire, Diane Mota Mello. Net Leitura e Net Escrita na prática do professor das séries iniciais: uma pesquisa-ação na escola pública paulista (2008-2009). 2010. 162 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10234 |
identifier_str_mv |
Freire, Diane Mota Mello. Net Leitura e Net Escrita na prática do professor das séries iniciais: uma pesquisa-ação na escola pública paulista (2008-2009). 2010. 162 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010. |
url |
https://tede2.pucsp.br/handle/handle/10234 |
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Programa de Estudos Pós-Graduados em Educação: Currículo |
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PUC-SP |
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BR |
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