How to do Discourse Analysis: A Toolkit

Resumo Este artigo enfoca algumas influências do Projeto Um Computador por Aluno (UCA) na apropriação docente das Tecnologias Digitais de Informação e Comunicação (TDIC) e nas práticas pedagógicas. Em campo, foram realizadas entrevistas com duas professoras que partilharam suas impressões e experiências no Projeto UCA em uma escola de Tiradentes (MG) durante o ano de 2011. Devidamente autorizadas, as entrevistas foram gravadas, transcritas e analisadas em um procedimento misto de Análise de Conteúdo (BARDIN, 1977) e - em alguns momentos - Análise Crítica de Discurso. (GEE, 1999, 2001). Com auxílio do software Atlas.ti os dados empíricos foram codificados em unidades de significados que buscaram sintetizar: as condições de infraestrutura tecnológica oportunizadas pelo Projeto UCA; as percepções docentes sobre o Projeto e suas ações de formação; os principais impactos culturais vivenciados pelas professoras, além dos desdobramentos associados nas práticas pedagógicas empreendidas com as TDIC. A análise dos dados evidenciou que as ações do Projeto UCA não foram suficientes para estimular a apropriação docente das TDIC, a reconfiguração das práticas pedagógicas e a instauração de uma cultura digital, tendo em vista o baixo aproveitamento do potencial das TDIC associado a um cenário precário para a implantação da política na escola estudada.

show abstract

“…Considerando o fragmento discursivo de Lucy, ainda com base em Gee (1999Gee ( , 2011, questionou-se/analisou-se:…”

Section: [Respondendo Consulta Por E-mail] Sobre a Utilização Do Laptunclassified

Projeto UCA em Tiradentes: significações de duas professoras quanto às tecnologias digitais de informação e comunicação no contexto escolar

Lima

Nascimento

2016

Educ. rev.

View full text Add to dashboard Cite

show abstract

“…Despite the challenge of being both researcher and participant-observer, my dual role was important for modeling relationship-building and communication through posing problems, re-presenting constituent discourses, and assisting with the synthesis of multiple discourses into a collective discourse. My decision to use participant action research (Schatzman & Strauss, 1973;Spradley, 1980) was necessary to form relationships with participants and to model the skills of inclusion and empowerment related by my eclectic theoretical framework (Freire, 1994;Gee, 2011;Heifetz, Grashow, & Linsky, 2009;Rogers, 2004;Scollon, 2001;Shor, 1992;Wenger, 1998 intend to share my findings in the hopes of offering new approaches to colleagues in education and child welfare. I hope to replicate this study myself in the near future and look forward to evaluating the consistency of my findings.…”

Section: Limitationsmentioning

confidence: 99%

“…The concept of identity is produced in an individual's reflections via speech, thoughts, and actions (Gee, 2011;2005;Lave & Wenger, 1991). In an attempt to understand identity, Gee (2011, p. 110) suggested the need to consider (1) what the speaker is attempting to enact or bring attention to; (2) how the speaker treats others' identities; and (3) if and how the speaker opens new positions for others to assume.…”

Section: Sharing the Wider Scope Of Collective Informationmentioning

confidence: 99%

See 1 more Smart Citation

Connecting School and Child Welfare Systems to Students in Foster Care

Glantz¹

2013

Preprint

View full text Add to dashboard Cite

Barriers to collaboration between professionals in the school and child welfare systems are impeded by poor communication, a lack of cross-disciplinary language, and confusion regarding professional practices. This study, the Education Collaboration Project (ECP), addresses the importance of understanding school success for students in foster care through the voices and actions of the key constituent groups: students with foster care histories and professionals from the school and child welfare systems. Also included in a small component of this study were foster parents who participated via an anonymous survey. The theoretical framework combined critical pedagogy, elements of critical discourse analysis, adaptive change theory, and communities of practice (COP) theories from which an empowering intervention emerged. Within this study, the intervention was delivered through a graduate course, Connecting Public School and Child Welfare Systems to Children in Foster Care cross-disciplinary, where students with foster care histories and professionals from school and child welfare systems united in shared problem solving and action to promote school success. The methodology was predominately qualitative but was enhanced by the use of surveys and a modified Q-sort method. The study and its empowering intervention allowed for a transformative process where participants evolved from disconnected youth, school, and child welfare Education Collaboration Project (ECP) participants to collective ECP participants and finally emerged as members of the Education Collaboration-

show abstract

“…Finally, this analysis was informed by virtual interview responses from my informants related to their digital literacy learning in SWH. Gee (2011) defines discourse analysis as 'the study of language at use in the world, not just to say things, but to do things ' (p. ix). With this definition in mind, I began reading and re-reading the 59 moderator-created rule posts to get a sense of how moderators used language 'to do things' in SWH.…”

Section: Data Collectionmentioning

confidence: 99%

Fangirls as teachers: examining pedagogic discourse in an online fan site

Lammers

2013

Learning, Media and Technology

View full text Add to dashboard Cite

How to do Discourse Analysis: A Toolkit

Cited by 343 publications

References 0 publications

Projeto UCA em Tiradentes: significações de duas professoras quanto às tecnologias digitais de informação e comunicação no contexto escolar

Projeto UCA em Tiradentes: significações de duas professoras quanto às tecnologias digitais de informação e comunicação no contexto escolar

Connecting School and Child Welfare Systems to Students in Foster Care

Fangirls as teachers: examining pedagogic discourse in an online fan site

Contact Info

Product

Resources

About