Banca de DEFESA: YZYNYA SILVA REZENDE MACHADO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : YZYNYA SILVA REZENDE MACHADO
DATE: 17/12/2020
TIME: 14:30
LOCAL: Videoconferência (meet.google.com/rzb-uade-oxs)
TITLE:

ALPHABETIZATION AND DIGITAL LITERACY: REMOTE TEACHING STRATEGIES USING WHATSAPP

KEY WORDS:

remote teaching strategies; alphabetization; digital literacy; whatsapp; covid-19 pandemic.

PAGES: 116
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

Digital technologies are increasingly present in the school scenario, in teaching practices and in the daily lives of students, especially in this pandemic period of COVID-19, when presential classes were suspended. Children's alphabetization has also become a concern, as it is considered the basis of school life. Thus, remote education, on an emergency basis, appears as an alternative to continue the school year. Given this scenario, the research sought to analyze the implementation of remote teaching strategies in the process of alphabetization and digital literacy, in a class of the 2nd year of elementary school, from a public school in the municipality of Tibau / RN. The WhatsApp application was selected as the main means of communication, interaction and learning environment, as it is considered a technology with wide reach, easy access and present in the daily lives of families. The qualitative research used elements of action research, since it was proposed to carry out an active and innovative intervention in this context. The following instruments were applied: questionnaires, field diaries and screen shots that made it possible to register the intervention. Discussions were held on literacy and alphabetization, from: Soares (2002, 2004, 2005, 2009), Tfouni (2010), Kleiman (1997, 2007); on digital literacy: Buzato (2006); Selfe (1999), Freitas (2010, 2012), Frade (2004, 2018), Souza (2007), Ribeiro (2012), Xavier (2007); Coscarelli (2007), Oliveira, Costa and Moreira (2001), Glória and Araújo (2018); digital technologies in education: Martín-Barbero (2014), Rolando; Luz and Salvador (2015), Almeida and Valente (2011), Kenski (2007, 2008), Móran (2013); and remote education: Moreira and Schlemmer (2020), Arruda (2020), Rabello (2020), Soligo (2020). The analysis of the data showed that it is possible to develop remote teaching strategies in alphabetization, even if on an emergency basis, ensuring that children maintain contact with the school and the various languages, verbal and non-verbal, in order to acquire skills of the digital literacy, when interacting with several multimodal resources. As for the challenges, the research revealed difficulties in: obtaining feedback from students, maintaining close ties in the teacher-student relationship, monitoring the mediation performed by parents and the teaching-learning process along the intervention path. As for the possibilities: valuing the teaching work, given the evidence of the role developed; development of innovative teaching strategies; greater bond with parents; acquisition, by children, of skills related to digital literacy, made possible by contact with technological resources in this remote class format.

BANKING MEMBERS:
Presidente - 2453560 - MARIA CRISTINA LEANDRO DE PAIVA
Interno - 2916579 - LUCELIO DANTAS DE AQUINO
Externa ao Programa - 1801922 - ALESSANDRA CARDOZO DE FREITAS
Externa à Instituição - ELAINE LUCIANA SOBRAL DANTAS - UFERSA