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Tablets na educa????o infantil: tecnologia em sala de aula e seus benef??cios para o processo de alfabetiza????o

By Ana Margarida Chiavaro Machado

Abstract

Esta pesquisa tem como principal objetivo favorecer a alfabetiza????o atrav??s da inser????o de tecnologia na educa????o infantil. Constitui-se em um estudo qualitativo e quantitativo, fundamentado em observa????es de aulas e testagens com alunos de N??vel B do Col??gio Israelita Brasileiro, de Porto Alegre/RS. Foi realizada uma coleta de dados em 2011, e assim foi poss??vel observar o desempenho em rela????o ?? leitura e escrita. Este acompanhamento prosseguiu em 2012, em um trabalho piloto com o uso do tablet na aula, em 2013, com algumas inser????es do dispositivo, e finalizado em 2014, em um trabalho efetivo da inclus??o das tecnologias. Te??ricos como Fortuna (2001), Kishimoto (2001), Huizinga (2004), Amante (2011), Tapscott (2010), Huizinga (2004), Levy (1999), Ferreiro (1999), Vygotskty (1991), sustentam o embasamento das afirmativas apresentadas sobre l??dico, tecnologias educacionais e alfabetiza????o. A an??lise dos dados revelam que tablets em sala de aula podem favorecer o processo de letramento de alunos de 5 a 6 anos, pois ampliam as situa????es l??dicas, bem como o contato com o ambiente letrado, percebendo-se dessa forma, a tecnologia como forte aliada do professor na estrutura????o de estrat??gias inovadoras e eficientes na aprendizagem.This research have the main objective to promote literacy through the process of insertion of mobile technology in early childhood education. It constitutes a qualitative and quantitative study, based on classroom observation and testings with students in Level B at Colegio Israelita Brasileiro, Porto Alegre / RS. Data collection started in 2011, and it was possible to observe the students development about literacy. This monitoring continue in 2012, in a accomplished pilot work with tablet, in 2013, followed by some initiatives using technologies, and finished in 2014, with an effective work for the inclusion of this technology in the school. Theorists like Fortuna (2001), Kishimoto (2001), Huizinga (2004), Amante (2011), Tapscott (2010), Huizinga (2004), Levy (1999), Ferreiro (1999), Vygotskty (1991), support the basis of the presented statements about playful, educationals technologies and literacy. The analysis of data from field diaries and student assessment revealed that the inclusion of tablet in the classroom can favor the literacy process of 5-6 year-old students and also expand the play situation and also contact with the literate environment. We perceived the technology as a strong ally of the teacher in structuring innovative and effective strategies in learning the written language

Topics: Tecnologia educacional, Tablet na sala de aula, Alfabetiza????o, L??dico, Educa????o Infantil, Acompanhamento de processos pedag??gicos, Educational technology, Tablet in the classroom, Literacy, Playful, Early childhood education, Monitoring pedagogical processes, ACCNPQ::Ci??ncias Humanas::Educa????o
Publisher: Universidade do Vale do Rio dos Sinos
Year: 2014
OAI identifier: oai:agregador.ibict.br.BDTD_UNISINOS:oai:www.repositorio.jesuita.org.br:UNISINOS/3630
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