Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-10T00:23:43Z
No. of bitstreams: 1
PatriciaGalloDeFranca_TESE.pdf: 8897987 bytes, checksum: b935455b42a24e1160a9c784b2f74cd5 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-13T19:31:29Z (GMT) No. of bitstreams: 1
PatriciaGalloDeFranca_TESE.pdf: 8897987 bytes, checksum: b935455b42a24e1160a9c784b2f74cd5 (MD5) / Made available in DSpace on 2016-06-13T19:31:29Z (GMT). No. of bitstreams: 1
PatriciaGalloDeFranca_TESE.pdf: 8897987 bytes, checksum: b935455b42a24e1160a9c784b2f74cd5 (MD5)
Previous issue date: 2015-03-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A tese Aprendizagem Transm?dia na Sala de Aula: Potencialidades de Letramento
Midi?tico teve como principal objetivo investigar a aprendizagem transm?dia como uma
abordagem pedag?gica de letramento midi?tico junto a professores e alunos das s?ries
finais da educa??o b?sica p?blica. Para tanto, desenvolvemos uma pesquisa qualitativa a
partir do uso das diretrizes investigativas da etnometodologia (GARFINKEL, 1967;
COULON, 1995a), pelo fato de caracterizar-se pelo estudo de atividades cotidianas dos
indiv?duos, com aten??o ao modo como eles tomam decis?es, comunicam, resolvem
problemas, raciocinam, seja por a??es corriqueiras seja por eruditas, por meio de
tecnologias e m?dias; bem como pela pesquisa-a??o (THIOLLENT, 2003), no que se refere
? interven??o pedag?gica proposta por n?s. Assim, a pesquisa ? apresentada em duas
etapas, a saber: 1) o uso das tecnologias e m?dias no processo de ensino-aprendizagem,
investigando alunos e professores; 2) a aprendizagem transm?dia na sala de aula, uma
interven??o pedag?gica na escola-campo de pesquisa. Os dados foram analisados por
unidades relacionais, considerando o tema central: uso de tecnologias e m?dias. Como
resultado, constatamos que: o livro did?tico ainda ? o principal suporte utilizado pelo
professor; as tecnologias e m?dias digitais apenas s?o mencionadas pelos alunos quando
estes realizam atividades de cunho acad?mico por iniciativa pr?pria; o letramento
midi?tico do professor interfere na abordagem de privilegiar e mediar o letramento
midi?tico dos alunos. Assim, conclu?mos que a aprendizagem transm?dia modificou a
din?mica de ensino-aprendizagem, propiciando maior entusiasmo e intera??o dos alunos
com/sobre o objeto de conhecimento, estabeleceu um di?logo significativo entre professoraluno
e aluno-aluno, al?m de ter potencialidade de letramento midi?tico. / The thesis Transmedia Learning in the Classroom: the potential of media literacy aimed to
investigate transmedia learning as a pedagogical approach of media literacy with teachers
and students of the final grade in public basic education. For this, we developed a
qualitative research using the investigative guidelines of ethnomethodology
(GARFINKEL, 1967; COULON, 1995a ), by the fact it is characterized in individuals
daily activities study, with attention to how they make decisions, communicate, solve
problems, reason, whether by ordinary or erudite shares through technologies and media,
as well as we use the action research guidelines (THIOLLENT, 2003), in regard to
educational intervention proposed by us. Thus, our research is presented in two stages,
namely: 1) the use of technology and media in the teaching and learning process,
investigating students and teachers; 2) the transmedia learning in the classroom, an
educational intervention in school where we developed this research. The data collected
were analyzed in relational units considering a central theme: the use of technology and
media. As a result we found that textbook is still the main media used by teacher;
technologies and digital media are only mentioned by students when they carry out
educational activities on their own initiative; teachers? media literacy interfere in their
approach to conduct, prioritize and mediate the students media literacy process. Thus, we
conclude that transmedia learning changed the dynamics of teaching and learning in
classroom, providing greater enthusiasm and interaction of students with / about the object
of knowledge, established a meaningful dialogue between teacher-student and studentstudent,
as well as transmedia learning has potential of literacy media.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/20687 |
| Date | 26 March 2015 |
| Creators | Fran?a, Patricia Gallo de |
| Contributors | 13679465491, http://lattes.cnpq.br/8288579916239009, Ferreira, Adir Luiz, 25348787949, http://lattes.cnpq.br/0341824719316863, Tinoco, Glicia Marili Azevedo de Medeiros, 77779932400, http://lattes.cnpq.br/1417959539739192, Mercado, Luis Paulo Leopoldo, 44863667000, http://lattes.cnpq.br/5780536667755396, Pretto, Nelson de Luca, 09591400500, http://lattes.cnpq.br/1504621070252946, Pereira Filho, Sebasti?o Faustino, 85288454434, http://lattes.cnpq.br/2910785578507657, Carneiro, Vania L?cia Quint?o, http://lattes.cnpq.br/3217794741589069, 27614832604, Coelho, Maria das Gra?as Pinto |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.003 seconds