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Hipertexto e gêneros digitais: práticas pedagógicas inovadoras no ensino médio?
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Abstract(s)
Dissertação com o tema Hipertexto e Gêneros Digitais: Práticas Pedagógicas Inovadoras no Ensino Médio? Que se propôs a compreender até onde as práticas com o gênero textual hipertexto contribuem para uma aprendizagem fundamentada no desenvolvimento da criticidade, criatividade e autonomia dos discentes. Arguindo se o trabalho com esse gênero no ensino médio, desperta o desenvolvimento crítico da autonomia e interação sociocultural podendo ser considerado uma prática inovadora. Enfatizaram-se as categorias Hipertexto e Gêneros Digitais e Inovação pedagógica. A pesquisa foi realizada através de estudo de caso com abordagem qualitativa utilizando como procedimentos metodológicos entrevistas, revisão bibliográfica e observação participante. O caminhar investigativo permitiu observar que as produções dos aprendizes apresentavam aspectos importantes em relação a edificação do saber pelos discentes, uma vez que eles eram autônomos em relação a aquisição de conhecimento e se mostravam ativos em relação a execução das atividades propostas com o hipertexto. Aguçavam suas percepções e demonstravam melhorias nas linguagens escrita e oral, bem como no relacionamento entre os pares e com a sociedade ao seu redor. Durante este percurso constatamos ainda o quanto as mudanças nas posturas pedagógicas do docente, associadas à um local de estudo que difere dos padrões de uma sala de aula tradicional, podem contribuir para aumentar a motivação, a cooperação, a autoestima e a autonomia dos aprendizes. Podemos concluir mencionando que a influência positiva do ambiente no qual se desenvolvem as atividades, uma vez que nesse espaço os aprendizes se mostraram motivados à produzirem e compartilharem conhecimentos.
Dissertation with the theme Hypertext and Digital Genres: Innovative Pedagogical Practices in High School? It was proposed to understand the extent to which practices with the textual genre hypertext contribute to a learning grounded in the development of criticality, creativity and autonomy of the students. Arguindo if the work with this genre in high school, awakens the critical development of autonomy and socio-cultural interaction and can be considered an innovative practice. The categories Hypertext and Digital Genres and Pedagogical Innovation were emphasized. The research was conducted through a case study with a qualitative approach using as methodological procedures interviews, bibliographic review and participant observation. The investigation allowed to observe that the productions of the apprentices presented important aspects in relation to the construction of the knowledge by the students, since they were autonomous in relation to the acquisition of knowledge and they were active in relation to the execution of the proposed activities with the hypertext. They sharpened their perceptions and demonstrated improvements in written and oral languages, as well as in the relationship between peers and the society around them. During this course, we also see how changes in teachers' pedagogical postures, associated with a place of study that differs from the traditional classroom patterns, can contribute to increase the motivation, cooperation, self-esteem and autonomy of learners. We can conclude by mentioning that the positive influence of the environment in which the activities are developed, since in this space the learners were motivated to produce and share knowledge.
Dissertation with the theme Hypertext and Digital Genres: Innovative Pedagogical Practices in High School? It was proposed to understand the extent to which practices with the textual genre hypertext contribute to a learning grounded in the development of criticality, creativity and autonomy of the students. Arguindo if the work with this genre in high school, awakens the critical development of autonomy and socio-cultural interaction and can be considered an innovative practice. The categories Hypertext and Digital Genres and Pedagogical Innovation were emphasized. The research was conducted through a case study with a qualitative approach using as methodological procedures interviews, bibliographic review and participant observation. The investigation allowed to observe that the productions of the apprentices presented important aspects in relation to the construction of the knowledge by the students, since they were autonomous in relation to the acquisition of knowledge and they were active in relation to the execution of the proposed activities with the hypertext. They sharpened their perceptions and demonstrated improvements in written and oral languages, as well as in the relationship between peers and the society around them. During this course, we also see how changes in teachers' pedagogical postures, associated with a place of study that differs from the traditional classroom patterns, can contribute to increase the motivation, cooperation, self-esteem and autonomy of learners. We can conclude by mentioning that the positive influence of the environment in which the activities are developed, since in this space the learners were motivated to produce and share knowledge.
Description
Keywords
Hipertexto Gêneros digitais Inovação pedagógica Hypertext Digital genres Pedagogical innovation Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais