Abstract
This paper aims to present data and reflections on how information and communication technologies (ICTs) have been integrated into the content of Brazilian Portuguese classes in elementary school (6th to 9th grade) and high school, publicly available at the Teacher’s Portal website. This research is part of the project “O Portal do Professor: contribuicoes e implicacoes para o ensino de Lingua Portuguesa na Educacao Basica no Triângulo Mineiro”, funded by Fundacao de Amparo a Pesquisa do Estado de Minas Gerais (FAPEMIG) and Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES) through the public notice 13/2012 – Research in Basic Education. The corpus consists of 375 classes, of which 304 are elementary school classes and 71 are high school classes. The assumption that guided this paper was that ICTs should be used to allow engagement of the students as mediators of educational practices, using a multiliteracy approach to the production of meaning. The analysis of these suggestions showed that ICTs were used for different purposes, as follows: (i) visualization of content, (ii) research, (iii) replacement of traditional tools, (iv) production of (digital) genres, (v) information and/or activity sharing, (vi) experience, interaction, and use of a genre, and (vii) transposition of modalities. Overall, the data revealed that ICTs are widely used in pedagogical proposals; however, the uses proposed in class are still questioned, considering the technologies with teaching purposes for the promotion of multiliteracies. Keywords: teacher’s portal, information and communication technologies, multiliteracies.
Highlights
Este é um artigo de acesso aberto, licenciado por Creative Commons Atribuição 4.0 Internacional (CC BY 4.0), sendo permitidas reprodução, adaptação e distribuição desde que o autor e a fonte originais sejam creditados
This paper aims to present data and reflections on how information and communication technologies (ICTs) have been integrated into the content of Brazilian Portuguese classes in elementary school (6th to 9th grade) and high school, publicly available at the Teacher’s Portal website
In: R.H. ROJO (org.), Escola conectada: os multiletramentos e as TICs. São Paulo, Parábola, p
Summary
De abril de 2013 a abril de 2016, desenvolvemos o projeto de pesquisa “O Portal do Professor: contribuições e implicações para o ensino de Língua Portuguesa na Educação Básica no Triângulo Mineiro”, aprovado por meio do edital 13/2012 – Educação Básica, acordo CAPES/FAPEMIG, linha temática 1. Segundo Bielschowsky, que foi responsável pela concepção e execução do PP, e Prata, que o coordenou nos seus primeiros anos (2010), o Portal foi concebido para oferecer aos integrantes do magistério o aperfeiçoamento cotidiano da prática educativa com o uso de TIC, por meio de um processo de ensino e aprendizagem mais significativo e contextualizado, etc. Dessa forma, novas propostas didático-metodológicas surgiram e, com elas, a necessidade de uma investigação detida sobre como têm se apropriado das TICs, se, de fato, as TICs têm sido usadas como mera informatização do ensino tradicional (Valente, 1997) ou se têm conseguido mediar a construção do conhecimento discente por meio de contextos pedagógicos específicos de uso. É na esteira das reflexões sobre como essa apropriação tem se realizado que este estudo se insere
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