OBJETOS DIGITAIS DE APRENDIZAGEM E MULTIMODALIDADE: um estudo sobre a linguagem dos ambientes digitais de ensino
Data
2019-12-16
Tipo
Dissertação de mestrado
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Resumo
Este estudo está inserido no campo da Linguística Aplicada em diálogo com a Análise do Discurso e tem como objetivo evidenciar como os recursos multimodais de materiais didáticos digitais de um repositório educacional desenvolvem a competência discursivas dos alunos para a produção de texto. Busca-se, ainda, averiguar se esses instrumentos de aprendizagem promovem a interatividade, a fim de auxiliarem na construção de saberes de forma autônoma. O corpus da pesquisa é constituído por cinco Objetos Digitais de Aprendizagem (ODA) de Língua Portuguesa, do eixo de Produção Textual, inseridos no portal Escola Digital, de acesso livre a docentes e gestores da educação. A ideia central que impulsionou este estudo foi a observação das potencialidades apresentadas pelas ferramentas digitais de ensino-aprendizagem, no que tange ao desenvolvimento da autonomia do aluno e do professor, representadas pela linguagem multimodal (MAINGUENEAU, 2015), hipertextualidade e interatividade (SILVA, 2010), os quais são proporcionados por esses ODA. Analisou-se se os ODAs, através de sua configuração multimodal, promovem a interatividade e, consequentemente, o desenvolvimento de competência discursiva (MAINGUENEAU, 2008) ao sujeito. A pesquisa foi iniciada com o levantamento de reflexões acerca dos novos ambientes de aprendizagem trazidos pelos avanços tecnológicos do século XXI, observando questões sobre a construção de saberes nesse novo contexto, a interação e a interatividade, a configuração da linguagem e o desenvolvimento de competência discursiva, bem como os conceitos de multiletramentos e letramentos digitais, entendidos, nos limites desta dissertação, como competência necessária ao sujeito neste cenário. A partir das discussões iniciais, foram selecionadas as categorias que serviram ao processo de análise do corpus. Analisou-se o portal Escola Digital, como sendo um repositório de recursos digitais, compreendendo sua finalidade, bem como os materiais didáticos nele disponíveis, os ODAs, averiguando sua configuração e suas potencialidades. A partir da análise realizada nesta pesquisa, concluiu-se que os repositórios educacionais podem contribuir grandemente para o desenvolvimento da autonomia de alunos e professores, além de ser possível observar a rica exploração dos recursos multimodais nos ODAs, que permite o desenvolvimento de competência discursiva para a produção de texto. Constatou-se, ainda, a escassez de ODAs atuais e variados, que possibilitem a interatividade no processo de ensino-aprendizagem, em especial quanto à produção textual. Trata-se, portanto, ser um repositório que pode se tornar um aliado na prática pedagógica, satisfazendo as exigências do século XXI, na medida em que mais ODAs forem melhor elaborados, promovendo uma aprendizagem mais significativa para os sujeitos.
This study is inserted in the field of Applied Linguistics in dialogue with Discourse Analysis and aims to highlight how the multimodal resources of digital didactic materials of an educational repository develop students' discursive competence for text production. It is also seeking to ascertain whether these learning instruments promote interactivity in order to assist in the construction of knowledge autonomously. The research corpus consists of five Digital Learning Objects (DLOs) of Portuguese Language from the Textual Production axis. They are inserted in the Escola Digital portal and freely accessible to teachers and education managers. The central idea that drove this study was the observation of the potentialities presented by the digital teaching-learning tools regarding the autonomy development of students and teachers represented by the multimodal language (MAINGUENEAU, 2015), hypertextuality, and interactivity (SILVA, 2010), which are provided by these DLOs. It was analyzed whether DLOs through their multimodal configuration promote interactivity, and consequently, the development of discursive competence (MAINGUENEAU, 2008) to the subject. The research began by raising reflections on the new learning environments brought by the technological advances of the 21st century observing questions about the construction of knowledge in this new context, interaction and interactivity, language configuration, and the development of discursive competence as well as the concepts of multiliteracy and digital literacies, understood, within the limits of this dissertation, as necessary competence to the subject in this scenario. From the initial discussions, the categories that served the process of corpus analysis were selected. The “Escola Digital” portal was analyzed as a repository of digital resources, understanding its purpose as well as the didactic materials available in it, the DLOs, ascertaining its configuration and potentialities. From the analysis performed in this research, it was concluded that educational repositories can contribute greatly to the development of student and teacher autonomy, and it is possible to observe the rich exploration of multimodal resources in DLOs, which allows the development of discursive competence for text production. Besides, it was confirmed a scarcity of current and varied DLOs, which enable interactivity in the teaching-learning process, especially regarding textual production. Therefore, it is a repository that can become an ally in pedagogical practice, satisfying the demands of the 21st century, as more DLOs are better elaborated, promoting more meaningful learning for the subjects.
This study is inserted in the field of Applied Linguistics in dialogue with Discourse Analysis and aims to highlight how the multimodal resources of digital didactic materials of an educational repository develop students' discursive competence for text production. It is also seeking to ascertain whether these learning instruments promote interactivity in order to assist in the construction of knowledge autonomously. The research corpus consists of five Digital Learning Objects (DLOs) of Portuguese Language from the Textual Production axis. They are inserted in the Escola Digital portal and freely accessible to teachers and education managers. The central idea that drove this study was the observation of the potentialities presented by the digital teaching-learning tools regarding the autonomy development of students and teachers represented by the multimodal language (MAINGUENEAU, 2015), hypertextuality, and interactivity (SILVA, 2010), which are provided by these DLOs. It was analyzed whether DLOs through their multimodal configuration promote interactivity, and consequently, the development of discursive competence (MAINGUENEAU, 2008) to the subject. The research began by raising reflections on the new learning environments brought by the technological advances of the 21st century observing questions about the construction of knowledge in this new context, interaction and interactivity, language configuration, and the development of discursive competence as well as the concepts of multiliteracy and digital literacies, understood, within the limits of this dissertation, as necessary competence to the subject in this scenario. From the initial discussions, the categories that served the process of corpus analysis were selected. The “Escola Digital” portal was analyzed as a repository of digital resources, understanding its purpose as well as the didactic materials available in it, the DLOs, ascertaining its configuration and potentialities. From the analysis performed in this research, it was concluded that educational repositories can contribute greatly to the development of student and teacher autonomy, and it is possible to observe the rich exploration of multimodal resources in DLOs, which allows the development of discursive competence for text production. Besides, it was confirmed a scarcity of current and varied DLOs, which enable interactivity in the teaching-learning process, especially regarding textual production. Therefore, it is a repository that can become an ally in pedagogical practice, satisfying the demands of the 21st century, as more DLOs are better elaborated, promoting more meaningful learning for the subjects.