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Previous issue date: 2013-01-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Over the last decades, the digital inclusion public policies have significantly invested in the
purchase of hardwares and softwares in order to offer technology to the Brazilian public
teaching institutions, specifically computers and broadband Internet. However, the teachers
education to handle these artefacts is put away, even though there is some demand from the
information society. With that, this dissertation chooses as an object of study the digital
literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education
by means of the extension course Literacies and technologies: portuguese language teaching
and cyberculture demands. In this direction, we aim at investigating the digital literacy
practices of developing teachers in three specific moments: before, while and after this
extension action with the intent to (i) delineate the digital literacy practices performed by the
collaborators before the formative action; (ii) to narrate the literacy events made possible by
the extension course; (iii) to investigate the contributions of the education course to the
collaborators teaching practice. We sought theoretical contributions in the literacy studies
(BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000),
specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001,
2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher
education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography
study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and
adopts a quali-quantitative research approach (NUNAN, 1992; D?RNYEI, 2006). The data
analysis permitted to evidentiate that (i) before the course, the digital literacy practices
focused on the personal and academic dimensions of their realities at the expense of the
professional dimension; (ii) during the extension action, the teachers collaboratively took part
in the hybrid study sessions, which had a pedagogical focus on the use of ICTs,
accomplishing the use of digital literacy practices - unknown before that; (iii) after the course,
the attitude of the collaborator teachers concerning the use of ICTs on their regular
professional basis had changed, once those teachers started to effectively make use of them,
promoting social visibility to what was produced in the school. We also observed that
teachers in initial education acted as more experienced peers in collaborative learning process,
offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in
continuous education. This occurred because of the undergraduates actualize digital literacy
practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY,
2001) / Nas ?ltimas d?cadas, as pol?ticas p?blicas de inclus?o digital t?m investido significativamente
na aquisi??o de hardwares e softwares com o intuito de oferecer tecnologia ?s institui??es
p?blicas de ensino brasileiras, especificamente, computadores e internet banda larga. A
forma??o dos professores para lidar com esses artefatos, todavia, ? posta em segundo plano,
apesar de se mostrar uma exig?ncia da sociedade da informa??o. Tendo isso em vista, esta
disserta??o elege como objeto de estudo as pr?ticas de letramento digital efetivadas por 38
(trinta e oito) professores em forma??o inicial e continuada, por meio do curso de extens?o
Letramentos e tecnologias: ensino de l?ngua portuguesa e demandas da cibercultura. Nessa
dire??o, objetivamos investigar as pr?ticas de letramento digital dos professores em forma??o,
em tr?s momentos espec?ficos: antes, durante a ap?s a realiza??o desta a??o de extens?o, com
o prop?sito de (i) delinear as pr?ticas de letramento digital efetivadas pelos colaboradores
antes da a??o formativa; (ii) narrar os eventos de letramento viabilizados pelo curso de
extens?o; e (iii) investigar as contribui??es do curso de forma??o para a pr?tica docente dos
colaboradores. Teoricamente, buscamos contribui??es nos estudos do letramento
(BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000),
especificamente, no que diz respeito ao conceito de letramento digital (COPE, KALANTZIS,
2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR E KNOBEL,
2002, 2008) e ? forma??o de professores (PERRENOUD, 2000; SILVA, 2001).
Metodologicamente, este estudo etnogr?fico-virtual (KOZINETS, 1997; HINE, 2000), se
insere no campo da Lingu?stica Aplicada e adota a abordagem quali-quantitativa da pesquisa
(NUNAN, 1992; D?RNYEI, 2006). A an?lise dos dados permitiu evidenciar que (i) antes do
curso, as pr?ticas de letramento digital dos professores concentravam-se nas dimens?es
pessoal e acad?mica de suas realidades, em detrimento da dimens?o profissional; (ii) durante
a a??o de extens?o, os professores participaram, de modo colaborativo, das sess?es de estudo
semipresenciais com foco no uso pedag?gico das TIC, efetivando pr?ticas de letramento
digital at? ent?o desconhecidas; (iii) ap?s o curso, a postura dos professores colaboradores
diante da utiliza??o das TIC no seu cotidiano profissional sofreu modifica??es, uma vez que
esses docentes passaram a utiliz?-las efetivamente, dando visibilidade social ao que ?
produzido na escola. Observamos, ainda, que os professores em forma??o inicial atuaram
como pares mais experientes no processo de aprendizagem colaborativa, oferecendo apoio
scaffolding (VYGOTSKY, 1978; BRUNER, 1985) aos professores em forma??o
continuada. Isso ocorreu em raz?o de os graduandos efetivarem pr?ticas de letramento digital
mais sofisticadas, por integrarem a chamada gera??o Y (PRENSKY, 2001)
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/16260 |
| Date | 31 January 2013 |
| Creators | C?mara, Louize Lidiane Lima de Moura |
| Contributors | CPF:07106335487, http://lattes.cnpq.br/6720657795281498, Paz, Ana Maria de Oliveira, CPF:42377650406, http://lattes.cnpq.br/3154455138181144, Ara?jo, J?lio Cesar Rosa, CPF:58255419349, Oliveira, Maria do Socorro |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Estudos da Linguagem, UFRN, BR, Lingu?stica Aplicada; Literatura Comparada |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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