Ensino Médio, Língua Portuguesa e Portal Educacional: Percepções Emergentes das Narrativas de Alunos Inseridos em Práticas de Letramento Digital

Abstract

Contemporary education is included in a context of fast and dynamic social and cultural changes, especially with the advancement and incorporation of Digital Information and Communication Technologies (DICT) in daily life. In the Information Society, the Age of Knowledge, we must go beyond the ability to read, write and type. Schools, in turn, slowly try to adapt themselves to the demands of the digital world in which their agents are included. The high school, that is the focus of concern and reflection by all those involved in the educational process of this kind, tries to achieve its proposed comprehensive education for young people in order to prepare them to get a job and exercise their citizenship. For the Portuguese discipline, it was reserved the mission of combining the teaching of the standard portuguese rules with discursive genres in order to promote digital inclusion of students in different circumstances of literacy that they are submitted. In this context, this work investigated: What perceptions of training processes emerge when students reflect on pedagogical practices and experiences in Portuguese classes in activities mediated by educational portal? The overall objective of the research is to provoke the reflection of teachers, so they rethink their teaching practices and their role in the educational process in order to promote a more consistent educational experience with the reality of the students. The adopted methodology was the qualitative research of investigative nature, in narrative form, based on the work presented by Clandinin and Connelly (2011). Because of the inclusion in the scenario and affective ties to the participants, the challenge of developing an action research was assumed, thus, the adopted investigative tools were: semi-structured interview, logbook, activities in the portal, informal conversations and field notebook. The analysis of the data allowed the elaboration of eight categories of analysis, emerging from the narratives of the participants: interaction and communication; enlarged classroom; management of learning; the record of oneself and others; collaborative and transformative learning; promotion of research; self-study; and challenges. The results achieved indicated reflections that do not end in the pages of this work. Among them it is possible to highlight: the importance of listening to the student in order to improve and review the pedagogical proposals; the test, in daily practice, is essential, it is the search of something beyond the traditional in favor of a defined learning objective; the desire of learning can arouse in the students the interest in knowledge, making them more autonomous in their choices and paths; the DICT can assist in the process of teaching and learning, but require involvement of the subjects, because they, as instruments, do not constitute knowledge, are the agents, by the use of the DICT, that get the best of their potential. Future work may continue this study and bring great additions to contemplate the influences of the use...

Possibilidades de Ampliação da “Sala de Aula” e de Aprimoramento de Práticas Matemáticas com o Auxílio das Tecnologias Digitais

“…Em relação ao significado conceitual de Sala de Aula Ampliada, a literatura tem desenvolvido o entendimento de que este fenômeno se refere às possibilidades de aprender que rompem os limites da escola, alargando os muros que tradicionalmente o limitaram ao espaço físico e temporal institucionalizado. Nessa perspectiva, concordamos com Perico (2015), para quem a ideia de Sala de Aula Ampliada é "[...] focar a continuidade dos estudos além do horário da aula e dos limites da escola. Trata-se do ensino e aprendizado em período integral, não condicionados ao horário de permanência na escola, mas relacionados ao aprendizado contínuo mediado pela tecnologia" (PERICO, 2015, p. 101).…”

O registro de si e do outro: práticas de leitura e de escrita de estudantes em ambiente digital

“…ABSTRACT: This article is an excerpt of the Master's thesis entitled "High School, Portuguese Discipline and Educational Portal: emerging perceptions of the narratives of students entered in digital literacy practices" (PERICO, 2015) in which was discussed the importance of Digital Information and Communication Technologies (DICT) in the current educational context. The adopted methodology was the qualitative research of investigative nature, in narrative form.…”

“…Diante desse contexto, o presente artigo traz um recorte do resultado da pesquisa de Mestrado intitulada "Ensino Médio, Língua Portuguesa e Portal Educacional: percepções emergentes das narrativas de alunos inseridos em práticas de letramento digital", de autoria de Lucivânia Antônia da Silva Perico (2015), orientada pela Professora Doutora Adriana Barroso de Azevedo, defendida em fevereiro de 2015, na Universidade Metodista de São Paulo. A pesquisa foi realizada no ano de 2013, com doze alunos do 3º ano do Ensino Médio de uma escola pública de São Bernardo do Campo -SP, os quais contaram com o uso de um portal educacional para complementação das aulas de Língua Portuguesa e Literatura.…”