Submitted by Diego dos Santos Borba (dborba@uffs.edu.br) on 2017-04-13T18:44:46Z No. of bitstreams: 1 CARVALHO.pdf: 1916843 bytes, checksum: 38aca00db274fad45ede65edff7c79a7 (MD5) / Made available in DSpace on 2017-04-13T18:44:46Z (GMT). No. of bitstreams: 1 CARVALHO.pdf: 1916843 bytes, checksum: 38aca00db274fad45ede65edff7c79a7 (MD5) Previous issue date: 2014-06-30 / A leitura ? reconhecidamente um processo complexo que envolve aspectos psicol?gicos (cognitivos e metacognitivos), biol?gicos e sociais. O processo de leitura pode ser subdividido, facilitando os estudos e a busca de solu??es para os problemas na forma??o do leitor proficiente. Dentre os subprocessos que envolvem a compreens?o leitora est? a compet?ncia lexical; um dos fatores determinantes na forma??o de um leitor estrat?gico e cr?tico (FINGER-KRATOCHVIL, 2009, 2010). Nos ?ltimos anos, a leitura tem sido tema de in?meros debates e reflex?es, pois testes apontam que muitos brasileiros adultos t?m um limitado desempenho nessa tarefa. Considerando as exig?ncias postas pelas tecnologias digitais aos leitores nos anos 2000, outro tema que tamb?m tem se destacado s?o as m?dias virtuais, que ganham espa?o devido ? expans?o do acesso ? internet nos ?ltimos anos (COLL, MONEREO e cols., 2010). Pesquisadores t?m investigado como as m?dias virtuais podem auxiliar no processo de letramento, tendo em vista seus novos recursos e interfaces, que permitem uma leitura a partir de novos modelos (COSCARELLI, 1999; LEFFA, 2006; MARCUSCHI, 2010). A fim de colaborar com as investiga??es sobre a profici?ncia em leitura, pelo vi?s da Psicolingu?stica, e sua rela??o com as Tecnologias da Informa??o e da Comunica??o, a pesquisa tem como objetivo geral verificar poss?veis contribui??es do blog no processo de constru??o da compet?ncia leitora a partir do desenvolvimento da estrat?gia do uso do dicion?rio para aquisi??o do conhecimento lexical, considerando-se sua recursividade e acessibilidade caracter?sticas. Para isso, objetiva-se especificamente: observar quais estrat?gias de aquisi??o do conhecimento lexical os leitores tendem a utilizar com maior frequ?ncia; verificar em qual das m?dias (blog ou papel) os leitores fazem uso do(s) dicion?rio(s) com maior frequ?ncia; constatar em qual das m?dias h? mais interrup??es no fluxo da leitura e de maior dura??o; averiguar o n?vel de compreens?o leitora dos participantes ao utilizarem-se do blog e do material impresso para a leitura. A pesquisa foi realizada na UFFS, com cinco participantes, educadores de escolas p?blicas de Educa??o B?sica, da zona urbana do munic?pio de Chapec?, adotando-se a abordagem experimental, qualiquantitativa. Por meio desta pesquisa e de seu design metodol?gico, buscamos confirmar a hip?tese de que a recursividade e a facilidade de acesso ?s consultas oferecidas pela interface do blog, como m?dia virtual, favorece a constru??o do conhecimento lexical nas tarefas de leitura, diminuindo o tempo de quebra do fluxo de leitura, melhorando o processo de compreens?o leitora em rela??o ? leitura na m?dia impressa. Os resultados sugerem algumas dificuldades com o manuseio do texto e com o aumento da carga cognitiva dispensada entre o ir e vir da rolagem das p?ginas e a manuten??o do texto na mem?ria de trabalho, conforme W?stlund (2007), na m?dia virtual; o que inibiu o uso dos dicion?rios online dispon?veis no blog. Por?m, o fator principal parece ser a falta de algumas habilidades necess?rias para movimentar-se no ambiente virtual, com a mesma naturalidade com que se movimentam no folhear das p?ginas de papel e na consulta a um dicion?rio impresso. / Reading is admittedly a complex process that involves psychological aspects (cognitive and metacognitive), biological and social. The reading process can be subdivided, facilitating studies and the search for solutions to problems in forming the proficient reader. Among the sub-processes that involve reading comprehension, there is the lexical competence; one of the determining factors in the formation of a (FINGER- KRATOCHVIL, 2009, 2010) strategic and critic reader. In recent years, reading has been the subject of numerous discussions and reflections, because tests show that many Brazilian adults have limited performance in this task. Given the requirements posed by digital technologies for readers in the 2000s, another issue that has also been noted are the virtual medias, which are gaining ground due to the expansion of the internet in recent years (COLL, Monereo et al., 2010). Researchers have investigated how virtual media can assist in the literacy process, in view of its new features and interfaces that allow a reading from new models (COSCARELLI, 1999; Leffa, 2006; Marcuschi, 2010). In order to cooperate with investigations into the reading proficiency at the Psycholinguistics bias, and its relationship with the Information Technology and Communication, this research has as main objective to investigate the contribution of the blog in the building process of reading competence from the development of the strategy of using the dictionary for the acquisition of lexical knowledge, considering their recursion and accessibility features. For this, we aim specifically: observe what strategies for acquiring lexical knowledge readers tend to use most often; check in which supports (paper or blog) readers do use dictionary more frequently; indicate in which brackets the interrupts of the flow of reading are more frequent and of longer duration; ascertain the level of reading comprehension of the participants when using the blog and printed materials as supports for reading. The research was conducted at Universidade Federal da Fronteira Sul (UFFS), with five educators from public schools (of basic education), from the urban area of Chapec?, adopting the experimental, qualitative and quantitative approach. Through this research and its methodological design, we seek to confirm the hypothesis that recursion and easy access to consultations offered by the blog interface (virtual media), favors the construction of lexical knowledge in reading tasks, reducing the breaking time of the reading flow, improving the process of reading comprehension compared to the reading on paper support. The results suggest some difficulties with the handling of text and with increasing cognitive load dispensed between the coming and going of scrolling of pages and text in the maintenance of working memory, as W?stlund (2007), the virtual media; which inhibited the use of online dictionaries available on the blog. However, the main factor seems to be the lack of some necessary skills to move around in the virtual environment, with the same ease with which they move in flip through pages of paper and consultation with a printed dictionary.

Made available in DSpace on 2014-12-17T14:35:48Z (GMT). No. of bitstreams: 1 MariaGF_Capa_ate_parte_1.pdf: 498896 bytes, checksum: 914a9b87fd7f84c3792ca757879da202 (MD5) Previous issue date: 2007-12-20 / This research work deals with the compilation of a dictionary on clothing terminology intended to be used as a pedagogic tool as part of the teaching and learning process in the Textile Engineering Course at the Federal University of Rio Grande do Norte. The main terms were selected and assessed by a team of textile teachers and students with the objective to be structured as a conceptual body of information on the following sub-areas of clothing terminology: materials (fabrics and trimmings) and products (garments). This research comprises three main steps: (a) characterization and understanding of the technical vocabulary in the clothing area as well as the identification of a pedagogic demand for a dictionary on clothing terminology, clearly expressed by the textile lecturers and students involved in the assessment of the need and validation of this project development; (b) a proposal for a specific methodology for the compilation of the dictionary which could help the communication process in the lecturing of clothing terminology and (c) based on the terminological principles and the technique of focal groups the dictionary was assessed. The technique of focal groups was used in the first step. In the second step the technique used was that of the terminological methodology adapted to the teaching approach in the Textile Course. In the third step the technique of focal groups was again utilized. It was observed that the main concern of lecturers and students is the lack of a standardized vocabulary, which renders difficult the communication process in both the teaching and learning activities as well as the professional ones in the textile industries. Various aspects, which can overlap, cause this lack of standardization. The main ones pointed out by the study team in the focal groups are: usage of regional words or expressions, usage of foreign words or expressions, analogies, and the low level of formal education, mainly among the industry workers. Another aspect to be considered is the lack of textile literature written in the Portuguese language of Brazil. This evidence shows the importance of a clothing terminology dictionary which will benefit both the education and professional activties in this field of knowledge. This dictionary will also give a substantial contribution to terminological standardization in our research field. With view to fulfill this demand, a dictionary of clothing terminology was compiled with 760 main entries, according to the modern practice in terminology with the necessary modifications concerning our needs. The result of the dictionary assessment was very assertive regarding its structure, contents and possible use in various contexts. The team work emphasized their contribution to the standardization process of the terms that proved to be one of the most important and difficult aspects of this researh work. The significance of this structured terminological dictionary was confirmed by the focal group participants relating to its use for teaching and learning activities, as a reference book, as a source of technical information and also as a tool for pedagogic studies and planning, as well as a significant collaboration to the pedagogic practices in the textile engineering course at University or any other educational institution. Besides, this dictionary can also be used to supply information within the textile field. We are aware that the present work will not exhaust the objectives of this research due to its limitations in opposition to the vast complexity demanded by the compilation of a complete work including all the areas and sub-areas of textile engineering. However, it is an important source for dissemination of concepts on the field of clothing terminology and a tool to effective standardization of the terms used in this subject field / Esta pesquisa trata do vocabul?rio t?cnico t?xtil, especialmente na ?rea do vestu?rio, utilizado como instrumento did?tico no processo ensino-aprendizagem do curso de Engenharia T?xtil, da Universidade Federal do Rio Grande do Norte. Esse vocabul?rio foi criteriosamente examinado com o prop?sito de ser conceituado e contextualizado, nas sub?reas do vestu?rio, materiais (tecidos e aviamentos) e produtos (pe?as do vestu?rio), e, para isso, propomos um dicion?rio terminol?gico, justificado e avaliado por professores e alunos. Assim, a pesquisa comporta tr?s etapas principais: (a) caracteriza??o da percep??o do vocabul?rio t?cnico da ?rea do vestu?rio, e identifica??o de uma demanda pedag?gica formulada por professores e alunos da ?rea t?xtil: a necessidade de um dicion?rio t?cnico do vestu?rio; (b) proposta de uma metodologia, e elabora??o de um produto concreto, para suprir essa demanda: um dicion?rio de terminologia do vestu?rio; (c) avalia??o desse produto por professores e alunos da ?rea. Aplicamos a abordagem qualitativa, fundamentada nos princ?pios Terminologia e a na t?cnica de Grupo Focal. Para a primeira etapa, utilizamos a t?cnica dos grupos focais. Na segunda etapa, utilizamos a metodologia terminol?gica, adaptada ? nossa realidade de ensino. E na execu??o da terceira etapa, recorremos, tamb?m, ? t?cnica dos grupos focais. Constatamos que a principal preocupa??o de professores e alunos converge para a falta de padroniza??o do vocabul?rio, que dificulta a comunica??o, tanto no processo ensino-aprendizagem quanto nas atividades profissionais. As causas da falta de padroniza??o s?o variadas e se sobrep?em, mas foram apontadas entre as principais: os regionalismos, o uso de analogias, os estrangeirismos e a baixa escolaridade. Quanto ? necessidade de um dicion?rio de terminologia do vestu?rio, ficou evidenciada a falta de material bibliogr?fico em portugu?s do Brasil. Tanto professores como alunos mencionaram, repetidamente, a escassez de material t?cnico. Nesse sentido, um dicion?rio t?cnico, adaptado ? nossa realidade, pode representar uma contribui??o substancial para a normaliza??o terminol?gica. Para atender a essa demanda, elaboramos um dicion?rio de terminologia do vestu?rio, com 760 entradas, constru?do conforme os procedimentos da moderna terminologia com os necess?rios ajustes. A avalia??o do dicion?rio foi bastante positiva no que se refere ? sua estrutura, conte?do e usos poss?veis em diversos contextos. Os participantes salientaram sua contribui??o para a padroniza??o do vocabul?rio que, conforme observado se configurava num dos principais problemas. Professores e alunos destacaram sua utilidade para o ensino-aprendizagem, como obra de refer?ncia, fonte de informa??es t?cnicas e instrumento de estudo e planejamento did?tico. Acreditamos que, atrav?s da cria??o do dicion?rio de terminologia do vestu?rio, estamos colaborando de maneira significativa para as pr?ticas pedag?gicas no curso de Engenharia T?xtil. H? ainda, a expectativa de que esse instrumento possa ser ?til ?s demais ?reas t?xtil. Com este trabalho, n?o pretendemos exaurir a pesquisa. Temos consci?ncia de suas limita??es, em contraposi??o ? amplitude e complexidade que exigiria um trabalho terminol?gico que inclu?sse todas as ?reas e sub?reas do curso de Engenharia T?xtil. No entanto, temos a convic??o de que ele poder? servir como uma importante fonte para dissemina??o de conceitos sobre a ?rea do vestu?rio, e, acreditamos, colaborar para a efetiva??o da padroniza??o da terminologia utilizada nessa ?rea