Submitted by Ricardo Carrasco (ricardogc84@uepb.edu.br) on 2016-10-25T12:40:10Z No. of bitstreams: 1 PDF - Iara Costa Nascimento.pdf: 50396277 bytes, checksum: 734e6ca03a1a0e741985ff7b56f2b8cc (MD5) / Approved for entry into archive by Irenilda Medeiros (nildamedeiros@uepb.edu.br) on 2016-11-07T19:30:14Z (GMT) No. of bitstreams: 1 PDF - Iara Costa Nascimento.pdf: 50396277 bytes, checksum: 734e6ca03a1a0e741985ff7b56f2b8cc (MD5) / Made available in DSpace on 2016-11-07T19:30:14Z (GMT). No. of bitstreams: 1 PDF - Iara Costa Nascimento.pdf: 50396277 bytes, checksum: 734e6ca03a1a0e741985ff7b56f2b8cc (MD5) Previous issue date: 2015-09-30 / We understand the language as a process and interaction and literacies as contextualized processes that comprise the social practices of reading and writing various types of text. We argue that the school should contribute to the development of this literacy in its daily teaching practice, taking into account the educational needs of the contemporary world, immersed in a digital culture. Considering the issue of liability granted to school and to promote a digital literacy process, we build a problem axis that directed the methodological procedures of this research: how to favor students of the 5th year of elementary school, at a public school in the city of Campina Grande, with the viability of digital literacy? From this research question, we developed a methodology to find a possible answer and / or solution to this question. We decided to do a qualitative research of applied nature and explanatory type which was designed as action research. The instruments used for data collection were a questionnaire probing, with participant observation, video and audio recordings of the meetings and a question made to the students at the end of the survey. The goal was to use the Publisher software as a pedagogical tool for making the digital leaflet, with the students of the 5th year of elementary school, at a public school in Campina Grande, State of Paraiba, and consider whether this action contributed to enabling the digital literacy of the class. To support the discussion, we sought theoretical basis of authors such as: Koch (2006) and Travaglia (2008) on language and interaction; Street (1984, 2014), Kleiman (2005, 2012), Aranha (2008, 2011), Rojo (2012) and Soares (2009, 2012), about literacies; Lévy (1993, 1999) and Xavier on technologies; Braga & Ricarte (2005) and Palfrey & Gasser (2011), about digital natives and digital literacy. The proposal is not intended to be a digital revolution in school, or even the substitution of a new literacy for another, but we seek to promote access to knowledge that would enable the development of new skills, and, through these, students would have the will and autonomy to perform their reading and writing skills in digital media in various social contexts, beyond the school environment. We understand that the proposal contributed to enabling digital literacy, thus responding to the research question that started this work, proving the hypothesis: "Using the Publisher software as a pedagogical tool in the making of a digital leaflet enables the digital literacy process for students of the 5th year of elementary school I". To share this experience with other educators and people who are interested, we have created a Digital Guide with guidelines for teachers who wish to make a similar or identical proposal for their courses, adapting it to the context, providing opportunities for other students to experience the use of a software application as a pedagogical tool. / Compreendemos a linguagem como processo e interação, e letramentos como processos contextualizados, que compreendem práticas sociais de leitura e escrita em diversos tipos de suportes textuais. Defendemos que a escola deve contribuir para o desenvolvimento desse letramento em sua prática pedagógica cotidiana, levando em consideração as necessidades educativas da contemporaneidade, imersa em uma cultura digital. Considerando a questão da responsabilidade outorgada à escola quanto à promoção do processo de letramento digital, construímos um eixo problematizador que direcionou os procedimentos metodológicos desta pesquisa: como favorecer aos alunos do 5º ano, do Ensino Fundamental I, de uma escola municipal da cidade de Campina Grande, à viabilização do letramento digital? A partir dessa pergunta investigativa, elaboramos uma metodologia para buscar uma possível resposta e/ou solução para esse questionamento. Decidimos por uma pesquisa qualitativa, de natureza aplicada, do tipo explicativa e delineada como pesquisa-ação. Os instrumentos usados para coleta de dados foram: um questionário de sondagem, a observação participante, as gravações em vídeo e áudio dos encontros realizados e a pergunta feita aos alunos no final da pesquisa. O objetivo era usar o software Publisher como ferramenta pedagógica para confeccionar o folheto informativo digital junto aos referidos alunos citados logo acima e, analisar se essa ação contribuía para viabilização do letramento digital da turma. Para apoiar as discussões, buscamos base teórica em autores como: Koch (2006) e Travaglia (2008) sobre linguagem e interação; Street (1984, 2014), Kleiman (2005, 2012), Aranha (2008, 2011), Rojo (2012) e Soares (2009, 2012), sobre letramentos; Lévy (1993, 1999) e Xavier (2002), sobre tecnologias, e Braga & Ricarte (2005) e Palfrey & Gasser (2011), sobre letramento digital e nativos digitais. Não pretendemos constituir uma revolução digital na escola, ou mesmo na transposição de um letramento para outro, mas sim promover a busca pelo acesso a conhecimentos que permitam o desenvolvimento de novas habilidades e, por meio destas, os alunos sintam vontade e autonomia para desempenhar suas competências relacionadas à leitura e a escrita em suportes digitais nos diversos contextos sociais, além do ambiente escolar. Entendemos que a proposta contribuiu para viabilização do letramento digital, respondendo, assim, à questão investigativa que deu início a esta pesquisa, comprovando a hipótese: “o uso do software aplicativo Publisher, como ferramenta pedagógica, na confecção de um folheto informativo digital viabiliza o processo de letramento digital aos alunos do 5º ano do Ensino Fundamental I”. Para compartilhar esta experiência com outros educadores e interessados, criamos um Guia Digital, com orientações para os professores que desejem realizar uma proposta igual ou semelhante para suas turmas, adaptando-a ao seu contexto, oportunizando outros alunos experimentarem o uso de um software aplicativo como ferramenta pedagógica.

Incorporating a psychological contract perspective into information technology projects, this study intends to explore the elements of the software publisher-reseller-end user psychological contract in the context of IT projects and contribute to existing literature in the field of IT psychological contracts. The data for this study was collected via 10 interviews conducted across 5 different cases. Interviewees were asked to describe IT projects they were recently involved in and outline what they perceived to be their obligations towards the other stakeholders and likewise, the obligations of the other stakeholders upon them. Interviews were transcribed and coded in accordance with existing IT project psychological contract elements derived from literature. The results of this study provided support to all psychological contract elements of the existing model and suggest refinements to better capture the perceived obligations of stakeholders in IT Projects. Furthermore, we observe that while the resellers’ and software publishers’ psychological contracts with end users conformed to the obligations expected under the model of supplier-customer relationships, the software reseller-software publisher psychological contracts reciprocally contained elements of both supplier and customer obligations. Finally, the findings of this study revealed that critical to the success of IT projects are the elements of transparency, accuracy, dedication, knowledge and responsibility.

Incorporating a psychological contract perspective into information technology projects, this study intends to explore the elements of the software publisher-reseller-end user psychological contract in the context of IT projects and contribute to existing literature in the field of IT psychological contracts. The data for this study was collected via 10 interviews conducted across 5 different cases. Interviewees were asked to describe IT projects they were recently involved in and outline what they perceived to be their obligations towards the other stakeholders and likewise, the obligations of the other stakeholders upon them. Interviews were transcribed and coded in accordance with existing IT project psychological contract elements derived from literature. The results of this study provided support to all psychological contract elements of the existing model and suggest refinements to better capture the perceived obligations of stakeholders in IT Projects. Furthermore, we observe that while the resellers’ and software publishers’ psychological contracts with end users conformed to the obligations expected under the model of supplier-customer relationships, the software reseller-software publisher psychological contracts reciprocally contained elements of both supplier and customer obligations. Finally, the findings of this study revealed that critical to the success of IT projects are the elements of transparency, accuracy, dedication, knowledge and responsibility.