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Tecnologias E Leitura Em Ambiente Escolar: Ler Hoje – Que Des@Fios?

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Tecnologias E Leitura Em Ambiente Escolar: Ler Hoje – Que Des@Fios? UNIVERSIDADE ABERTA Departamento de Humanidades Tecnologias e leitura em ambiente escolar: ler hoje – que des@fios? Márcia da Silva Pinto Mestrado em Estudos da Língua Portuguesa: Investigação e Ensino Universidade Aberta Porto 2015 UNIVERSIDADE ABERTA Departamento de Humanidades Tecnologias e leitura em ambiente escolar: ler hoje – que des@fios? Márcia da Silva Pinto Mestrado em Estudos da Língua Portuguesa: Investigação e Ensino Dissertação orientada pela Professora Doutora Helena Bárbara Dias 2015 _______________________________________________________________________________ iv _______________________________________________________________________________ RESUMO A presente dissertação de mestrado intitulada Tecnologias e leitura em ambiente escolar: ler hoje – que des@fios?, englobando duas temáticas muito debatidas e atuais – as tecnologias e o ensino e a aprendizagem da leitura literária – tem como objetivo central explorar as mais recentes inovações tecnológicas – Web 2.0, Web 2.0 Móvel, ferramentas, serviços e aplicações – e o audiovisual (audiolivros e adaptações cinematográficas de obras literárias) ao serviço da promoção e divulgação da leitura literária em contexto educativo. Nesse sentido, é apresentada uma proposta de projeto de leitura online (e-leitura), disponível como protótipo em http://escolamoodle.ccems.pt/course/view.php?id=160, recorrendo essencialmente a: (i) um sistema Moodle, a porta de entrada para o projeto, facultado por grande parte das escolas do país; (ii) e-books gratuitos disponíveis na rede; (iii) bibliotecas digitais, nacionais ou não; (iv) aplicações de leitura de e-books para computadores ou dispositivos móveis; (v) audiobooks gratuitos online; e (vi) recursos audiovisuais (em DVD/Blu-ray e no YouTube), que divulguem a literatura nacional ou de expressão em Língua Portuguesa e promovam o contacto dos estudantes/leitores com os textos, os autores e a sua obra, para que se encontrem literariamente e desenvolvam um projeto de leitura pessoal sólido e duradouro. Palavras-chave: Tecnologias da Informação e Comunicação; Web 2.0 e Web 2.0 Móvel; Ensino e Aprendizagem em Língua e Literatura Portuguesas; Leitura Literária e E-leitura. v _______________________________________________________________________________ ABSTRACT The present Master’s dissertation entitled Technologies and Reading in School: Reading Today – What Ch@llenges?, covers two subjects which are very much under discussion these days – technologies and the teaching and learning of literary reading – has as its central objective the exploration of the most recent technological innovations – Web 2.0, Web 2.0 Mobile, tools, services and applications – and the audiovisual (audiobooks and cinematic adaptations of literary works) in the service of the promotion and propagation of literary reading in the educational context. In this sense, a proposal for an online reading project (e-reading) is presented, available as prototype in http://escolamoodle.ccems.pt/course/view.php?id=160, essentially using the: (i) Moodle system, the gateway to the project, already provided by most of the country's schools; (ii) free e-books available on the network; (iii) digital libraries, national or not national; (iv) reading applications of e-books for computers or mobile devices; (v) free online audiobooks; and (vi) audiovisual resources (DVD/Blu-ray and on YouTube) which divulge national literature or of expression in Portuguese Language and promote contact between the pupils/readers and the texts, the authors and their texts, so they find themselves literarily and develop a solid and lasting project of personal reading. Keywords: Information and Communication Technologies; Web 2.0 and Mobile Web 2.0; Teaching and Learning of the Portuguese Language and Literature; Literary Reading and E-reading. vi _______________________________________________________________________________ Aos apaixonados pela Vida. Aos apaixonados por Literatura. Aos apaixonados por Leitura. vii _______________________________________________________________________________ AGRADECIMENTOS À família e amigos que me apoiam, me ouvem, me compreendem e me fazem ser quem hoje sou. Obrigada! Em especial à minha afilhada Ema por todos os sorrisos e abraços doces. Embora não o saiba, por ser ainda criança, é quem me dá força e não me deixa desistir ou ceder às pedras “no meio do caminho”. Obrigada, querida! À Universidade Aberta pelo inovador projeto, pela qualidade de serviços e organização e, principalmente, excelência profissional que oferece a todos os seus e-alunos. Obrigada! A todos os e-docentes que me acompanharam no primeiro e segundo semestres do curso de Mestrado pela oportunidade de debate, de reflexão e partilha de saberes no âmbito da investigação e do ensino da Língua Portuguesa. Muito obrigada! Por fim, muito em particular à Dra. Helena Bárbara Dias por todo o carinho, atenção, apoio, compreensão e, especialmente, exigência e rigor que imprimiu ao trabalho desenvolvido ao longo dos últimos meses. Obrigada por estar sempre “do outro lado” do ecrã, por acreditar em mim e no presente trabalho! Um obrigada sincero! viii _______________________________________________________________________________ Mudam-se os tempos, mudam-se as vontades,/ Muda-se o ser, muda-se a confiança: Todo o mundo é composto de mudança,/ Tomando sempre novas qualidades. Luís Vaz de Camões [negrito da autora] Educar os alunos para o futuro é educá-los para a mudança… Adelina Moura [negrito da autora] It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change. Charles Darwin [negrito da autora] ix _______________________________________________________________________________ ÍNDICE 0 INTRODUÇÃO............................................................................................................. 1 0.1 Enquadramento geral e relevância da investigação ................................................... 2 0.2 A pertinência da questão e objetivos do estudo/investigação .................................... 7 0.2.1 Objetivos específicos ..................................................................................... 10 0.3 Metodologia e instrumentos para recolha de dados ................................................. 11 0.4 Estrutura do estudo................................................................................................... 15 1 POTENCIALIDADES DA WEB E WEB MÓVEL NO ENSINO E NA APRENDIZAGEM ............................................................................................................ 17 1.1 O século XXI e a sociedade do digital – o que mudou? .......................................... 17 1.2 O ensino e a aprendizagem e a nova geração digital – que desafios? ...................... 24 1.3 A Web 2.0 e a Web 2.0 Móvel – de utilizador/consumidor a utilizador/produtor... 31 1.4 Modalidades de ensino online .................................................................................. 39 1.5 A geração touchscreen ............................................................................................. 43 2 A LEITURA LITERÁRIA HOJE ............................................................................. 53 2.1 O valor da leitura literária – por que ler hoje? ......................................................... 53 2.2 O papel da Escola e do professor atual na promoção da leitura literária ................. 60 2.3 A Web 2.0 e a leitura literária (vantagens e/ou limitações) ..................................... 64 2.4 Uma nova era – um novo rumo: o e-book e a e-leitura ........................................... 71 3 ENQUADRAMENTO TEÓRICO ............................................................................ 79 3.1 O Moodle – ambiente colaborativo de aprendizagem para a Língua e Literatura Portuguesas ...................................................................................................................... 80 3.2 Ferramentas e aplicações na Web 2.0 ...................................................................... 86 3.2.1 Fóruns e Chats ............................................................................................... 87 3.2.2 Leitores eletrónicos ou e-books readers ........................................................ 89 3.2.3 Audiobooks ..................................................................................................... 93 3.2.4 O vídeo em DVD/Blu-ray e no YouTube ....................................................... 98 x _______________________________________________________________________________ 4 O PROJETO EU LEIO, @QUI E @AGORA .......................................................... 104 4.1 Procedimentos prévios para a e-leitura .................................................................. 105 4.2 As ferramentas Web 2.0 e Web 2.0 Móvel enquanto potenciadoras da leitura literária online ................................................................................................................ 108 4.2.1 Moodle – Sistema de Gestão da Aprendizagem (SGA) .............................. 114 4.2.2 E-book – nova(s) forma(s) de ler ................................................................. 116 4.2.3 Fóruns e chats e o desenvolvimento da competência comunicativa ........... 118 4.2.4 Wikis e o trabalho colaborativo .................................................................... 120 4.2.5 Suporte vídeo e adaptações cinematográficas ............................................. 122 4.3 Notas finais..............................................................................................................
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