O uso das tecnologias no aprimoramento das competências leitoras e escritoras de alunos nos anos finais do ensino fundamental
In today’s world, digital technology occupies a prominent place in a constantly changing scenario, the school, as a formative space and belonging to this context, must find ways to include itself in this new reality. In this sense, the objective of this study was to analyze what some literatures pre...
| Autor principal: | Carvalho, Cilemar Alves de |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2021
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/24294 |
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| Resumo: |
In today’s world, digital technology occupies a prominent place in a constantly changing scenario, the school, as a formative space and belonging to this context, must find ways to include itself in this new reality. In this sense, the objective of this study was to analyze what some literatures present about ways of using ICTs in helping students with difficulties in reading and writing skills, to then outline an action hypothesis of how to combine technological innovations with teaching practices. In the theoretical framework, technology and education, difficulties in reading and writing skills, and the use of ICT in literacy were discussed, bringing considerations observed in the studies of Peixoto and Araújo (2012), Martins (2012), Borges and Fleith (2018) and Oliveira and Moura (2015). The methodology was carried out by means of a Bibliographic Research carried out in the SciELO electronic library and different repositories of Brazilian universities, with six articles that analyze the application of some technological means for educational purposes being analyzed. As a result, a list of the technological means, methods, effects and conclusions presented by the articles chosen in the methodology was presented, in which everyone presented positive responses on the application of ICT for educational purposes, demonstrating the positive impact of technologies in the process of literacy of students of different age groups, enabling some level of improvement of their reading and writing skills. It is concluded, as an action hypothesis, that different technological means can be used to improve the reading and writing skills of students in the final years of elementary school, provided that such use is carried out in a critical, planned, and integrated manner with the entire school body, thinking about the student and his experiences só that learning takes a meaningful and pleasurable way, involving the student in his school journey. |
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