Banca de QUALIFICAÇÃO: PATRICIA REGINA VIEIRA VIANA DE ANDRADE

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : PATRICIA REGINA VIEIRA VIANA DE ANDRADE
DATE: 16/12/2021
TIME: 09:00
LOCAL: videoconferência
TITLE:

Literacy practices, in remote education, in a second-year class of elementary school at a College of Application

KEY WORDS:

Literacy and Literacy; Digital Literacy; Digital Technologies; Elementary School; Remote teaching.

PAGES: 77
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

The pandemic, caused by the new Coronavirus (Covid-19), made even more evident the need to use digital technologies in teaching practices. The context brought challenges to the educational sector, which needed to rethink teaching in several Brazilian educational institutions, which started to implement remote teaching as an emergency alternative to keep students linked to the school and thus guarantee the continuity of their teaching activities. Considering that remote classes are predominantly taught in Virtual Learning Environments (AVA), the search for knowledge and innovation in teaching practice has become a keynote, since technological mediation, by digital means, has become essential for the teaching and learning processes. In this context, we aim to investigate literacy practices developed in the form of remote education, with students in the second year of Elementary School at the Childhood Education Center,  College of Application, Federal University of Rio Grande do Norte (NEI-Cap/UFRN). The research shares the principles of the qualitative approach, using the Case Study as an investigative method, since we intend to analyze the singularities of the observed educational context, demarcated in a specific time and space. For this purpose, we used the following procedures: observation of literacy practices and semi-structured interviews with teachers. We apply as instruments: field diary to record observations, screen captures and recording of classes to facilitate obtaining the details of interventions for further analysis. The interviews will be analyzed and categorized, a posteriori, in accordance with Bardin (1977). The research context is the NEI-CAP/UFRN, whose collaborators are the teachers working in the second year of elementary school, the director and the pedagogical coordinator of the early years of elementary school. As for the theoretical aspects, we will discuss conceptual perspectives related to literacy, literacy, digital literacy, digital technology and remote learning. As research results, we hope to contribute to the practice of teachers in the literacy process and, as a research product, we intend to develop, collaboratively, with the research teachers, a Thematic Booklet on literacy and remote teaching practices, taking students as a reference. of the second year of Elementary School, and the learning and development objectives foreseen in the Common National Curriculum Base (BNCC). Preliminarily, we observe that the literacy practices experienced by the class are similar to the experiences, linked to writing and reading, in which children are involved in their social context. From the experience of a multiplicity of practices in which literate knowledge is inserted, the School has acted as a literacy agency, promoting a continuous relationship of children with situations that match their life experiences. Actions such as reading texts that help organize daily life (school routine, calendars, tables, which explain the organization of remote education); reading literary texts and building meanings from them; writing informative texts for the socialization of knowledge built on different themes; reflections on pre-textual and textual elements that make up an e-book are some actions that exemplify the use of reading and writing in order to enable students to mobilize their knowledge to achieve individual goals and engage in socially established practices. These practices have been possible due to the use of Digital Technologies of Information and Communication (TDIC) that provide integration between different environments and learners, in a multiple network of sabers, facilitating communication between its members, the construction and exchange of sabers, enhancing , thus, the teaching and learning of reading and writing. Thus, the initial results of the evaluations of teaching practices reveal that the moments that favor child literacy, in the remote context of teaching, are those in which the teacher considers the children's linguistic history, creating literacy events from real communicative situations offering qualitative measures regarding the use of TDIC.

BANKING MEMBERS:
Interno - 1804830 - JOSE GUILHERME DA SILVA SANTA ROSA
Interna - 2453560 - MARIA CRISTINA LEANDRO DE PAIVA
Externa ao Programa - 2685046 - REBECA RAMOS CAMPOS DE OLIVEIRA