O podcasting no desenvolvimento da leitura: uma experiência no 1º ciclo do Ensino Básico
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2015-09-09
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Partindo da ideia de que a inclusão de tecnologias avançadas na educação recria cenários na escola promissores de reconstrução de práticas pedagógicas que encetam novos modos de ensinar e de aprender, surgiu a presente investigação com o objetivo de estudar os efeitos da implementação de uma ferramenta tecnológica no desenvolvimento da leitura numa turma do 1º Ciclo do Ensino Básico. Nesta investigação, o podcasting revelou-se uma ferramenta provocadora instigando mudanças no modo de sentir e de viver a leitura: estimula a leitura individual e coletiva; estende o tempo de leitura individual, promove a introspeção e o entusiasmo no sentido de melhorar resultados individuais; permite a partilha de leituras e, por conseguinte, estimula a reflexão crítica e a comunicação entre alunos, encarregados de educação e professor; desperta o interesse e o entusiasmo pela produção de leituras, e, a um nível mais específico, procurou-se melhorar o aproveitamento e o sucesso dos alunos da turma, bem como a sua proficiência na área da Língua Portuguesa. Consequentemente vislumbrou-se um elevado entusiasmo por narrativas, num processo de aprendizagem colaborativo e cooperativo, ao mesmo tempo envolvente, visto que a exploração do projeto transpôs as paredes da sala de aula, encetando novas realidades, conforme resultados observados. A metodologia selecionada – Investigação-Ação – veio contribuir para a reflexão de ações e produção de conhecimento, transformando as práticas pedagógicas, melhorando-as. Este estudo possibilita futuras adaptações a outras realidades, tendo em conta que a ferramenta utilizada revela-se pouco exigente a nível da sua usabilidade, como provaram os sujeitos desta investigação.
Starting from the idea that the inclusion of advanced technologies in education in school recreates settings, promising reconstruction of pedagogical practices, which enter into new ways of teaching and learning, emerged this research to study the effects of implementing a technological tool in the development of reading in a class at a 1st Primary School. In this research, podcasting has proved a provocative tool instigating changes in the way people feel and are affected by reading; it encourages individual and collective reading; extends the time of individual reading; promotes introspection and enthusiasm to improve individual results; allows the sharing of reading and therefore encourages critical reflection and communication between students, parents/guardians and teacher; arouses interest and enthusiasm for reading, and at a more specific level we tried to improve the performance and success of students in class, as well as their proficiency in the Portuguese language. Consequently, a high enthusiasm for narrative was reached, using a collaborative and cooperative learning process, as well as being engaging, showing that the development of the project went beyond the classroom walls, starting new realities, as can be seen by the results. The selected methodology - Research-Action - has contributed to the reflection of actions and knowledge production, transforming pedagogical practices, improving them. This study enables future adaptations to other circumstances, taking into account that the tool used proves to be undemanding in its level of usability, as proved in this research.
Starting from the idea that the inclusion of advanced technologies in education in school recreates settings, promising reconstruction of pedagogical practices, which enter into new ways of teaching and learning, emerged this research to study the effects of implementing a technological tool in the development of reading in a class at a 1st Primary School. In this research, podcasting has proved a provocative tool instigating changes in the way people feel and are affected by reading; it encourages individual and collective reading; extends the time of individual reading; promotes introspection and enthusiasm to improve individual results; allows the sharing of reading and therefore encourages critical reflection and communication between students, parents/guardians and teacher; arouses interest and enthusiasm for reading, and at a more specific level we tried to improve the performance and success of students in class, as well as their proficiency in the Portuguese language. Consequently, a high enthusiasm for narrative was reached, using a collaborative and cooperative learning process, as well as being engaging, showing that the development of the project went beyond the classroom walls, starting new realities, as can be seen by the results. The selected methodology - Research-Action - has contributed to the reflection of actions and knowledge production, transforming pedagogical practices, improving them. This study enables future adaptations to other circumstances, taking into account that the tool used proves to be undemanding in its level of usability, as proved in this research.
Descrição
Dissertação de Mestrado em Ciências da Educação, Especialização em Comunicação e Tecnologia Educativas
Palavras-chave
Leitura , Aprendizagem , Tecnologias da informação e comunicação , Podcasting , Renovação metodológica