Webquest: percepções sobre uma ferramenta metodológica de ensino no desenvolvimento da leitura hipertextual digital
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Data
2018-03
Autores
Orientador
Martins, Silvana Neumann
Banca
Bublitz, Grasiela Kieling
Schuck, Rogério José
Forneck, Kári Lúcia
Martins, Silvana Neumann
Título do periódico
ISSN
Título do Volume
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Resumo
A leitura com hipertextos digitais na internet requer habilidade e muito foco. Para alguns leitores, a estrutura organizacional e a vasta diversidade de informações disponibilizadas na rede podem promover situações adversas aos seus objetivos durante a leitura, dispersando-os e distanciando-os do foco. Nesse contexto, a
presente pesquisa tem como objetivo geral averiguar como a ferramenta Webquest pode contribuir para o desenvolvimento da leitura de hipertextos digitais com alunos do Ensino Médio. Para alcançar o objetivo principal, foram definidos os seguintes objetivos específicos: 1) Verificar as estratégias de leitura usadas pelos alunos para ler hipertextos digitais; 2) Desenvolver os elementos estruturais de uma Webquest com alunos do Ensino Médio a partir de conteúdos de Língua Portuguesa; 3) Averiguar os impactos da utilização da ferramenta metodológica Webquest na leitura de hipertextos digitais. A abordagem teórica contou com os pressupostos de ciberespaço (LÉVY, 1993, 1998 e 1999), letramento digital (SOARES, 1998; ROJO, 1999), gênero digital e hipertexto (MARCUSCHI, 1999 e 2010; KENSKI, 2008; XAVIER, 2005), estratégias de leitura (SOLÉ, 1998; KLEIMAN, 2004); e Webquest (DODGE, 1995, 1999 e 2002; BOTTENTUIT JR, 2008 e 2010). Esta é uma pesquisa de natureza quali-quantitativa, com caráter exploratório, sendo caracterizada como
estudo de caso. Os sujeitos envolvidos foram vinte e seis alunos do curso Técnico em Alimentos do Instituto Federal de Educação Ciência e Tecnologia do Maranhão – Campus Zé Doca. Os instrumentos para coleta dos dados foram dois questionários e a observação sistemática. Para a análise dos dados qualitativos, foi utilizada a técnica da análise de conteúdo (BARDIN, 2011). Além disso, valeu-se da estatística descritiva (GUEDES, et al., 2005) para analisar os gráficos. O trabalho consistiu na aplicação de um questionário, seguido da execução de uma Webquest criada pelo pesquisador. Durante a atividade, observaram-se os procedimentos adotados no desenvolvimento da leitura de hipertextos na internet e, ao término, aplicou-se outro questionário. Os resultados obtidos demostraram que a metodologia Webquest é relevante e viável como ferramenta de ensino para desenvolvimento da leitura de hipertexto, pois agrega em sua estrutura uma dinâmica com práticas que fomentam a motivação e despertam o interesse em abrir os hiperlinks, acessar outros textos e
aprofundar a leitura, colaborando para que o leitor não se disperse e abandone o texto.
Reading with digital hypertext on the internet requires skill and a lot of focus. For some readers, the organizational structure and the vast diversity of information available on the network can promote adverse situations to their goals during reading, dispersing them and distancing them from the focus. In this context, the present research has as general objective to investigate how the Webquest tool can contribute to the development of the reading of digital hypertexts with high school students. To achieve the main objective, the following specific objectives were defined: 1) Check the reading strategies used by students to read digital hypertexts; 2) Develop the structural elements of a Webquest with high school students from Portuguese language content; 3) To investigate the impacts of the use of the Webquest methodological tool in the reading of digital hypertexts. The theoretical approach was based on the assumptions of cyberspace (LÉVY, 1993, 1998 and 1999), digital literacy (SOARES, 1998, ROJO, 1999), digital genre and hypertext (MARCUSCHI, 1999 and 2010, KENSKI 2008, XAVIER 2005) , reading strategies (SOLÉ, 1998; KLEIMAN, 2004); and Webquest (DODGE, 1995, 1999 and 2002, BOTTENTUIT JR, 2008 and 2010). This is a qualitative-quantitative research, with an exploratory character, being characterized as a case study. The subjects involved were twenty-six students of the Technical Course in Food of the Federal Institute of Education Science and Technology of Maranhão - Zé Doca Campus. The instruments for data collection were two questionnaires and systematic observation. For the qualitative data analysis, the content analysis technique was used (BARDIN, 2011). In addition, we used descriptive statistics (GUEDES, et al., 2005) to analyze the graphs. The work consisted in the application of a questionnaire, followed by the execution of a Webquest created by the researcher. During the activity, the procedures adopted in the development of hypertext reading on the Internet were observed, and at the end, another questionnaire was applied. The results obtained demonstrated that the Webquest methodology is relevant and viable as a teaching tool for the development of hypertext reading, since it adds in its structure a dynamic with practices that foster motivation and arouse the interest in opening the hyperlinks, access other texts and deepen reading, collaborating so that the reader does not disperse and abandon the text.
Reading with digital hypertext on the internet requires skill and a lot of focus. For some readers, the organizational structure and the vast diversity of information available on the network can promote adverse situations to their goals during reading, dispersing them and distancing them from the focus. In this context, the present research has as general objective to investigate how the Webquest tool can contribute to the development of the reading of digital hypertexts with high school students. To achieve the main objective, the following specific objectives were defined: 1) Check the reading strategies used by students to read digital hypertexts; 2) Develop the structural elements of a Webquest with high school students from Portuguese language content; 3) To investigate the impacts of the use of the Webquest methodological tool in the reading of digital hypertexts. The theoretical approach was based on the assumptions of cyberspace (LÉVY, 1993, 1998 and 1999), digital literacy (SOARES, 1998, ROJO, 1999), digital genre and hypertext (MARCUSCHI, 1999 and 2010, KENSKI 2008, XAVIER 2005) , reading strategies (SOLÉ, 1998; KLEIMAN, 2004); and Webquest (DODGE, 1995, 1999 and 2002, BOTTENTUIT JR, 2008 and 2010). This is a qualitative-quantitative research, with an exploratory character, being characterized as a case study. The subjects involved were twenty-six students of the Technical Course in Food of the Federal Institute of Education Science and Technology of Maranhão - Zé Doca Campus. The instruments for data collection were two questionnaires and systematic observation. For the qualitative data analysis, the content analysis technique was used (BARDIN, 2011). In addition, we used descriptive statistics (GUEDES, et al., 2005) to analyze the graphs. The work consisted in the application of a questionnaire, followed by the execution of a Webquest created by the researcher. During the activity, the procedures adopted in the development of hypertext reading on the Internet were observed, and at the end, another questionnaire was applied. The results obtained demonstrated that the Webquest methodology is relevant and viable as a teaching tool for the development of hypertext reading, since it adds in its structure a dynamic with practices that foster motivation and arouse the interest in opening the hyperlinks, access other texts and deepen reading, collaborating so that the reader does not disperse and abandon the text.
Descrição
Palavras-chave
Hipertexto digital; Estratégias de leitura; Webquest; Digital hypertext; Reading strategies; Webquest
Citação
CARVALHO JÚNIOR, José De Ribamar. Webquest: percepções sobre uma ferramenta metodológica de ensino no desenvolvimento da leitura hipertextual digital. 2018. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 22 mar. 2018. Disponível em: http://hdl.handle.net/10737/2529.