Aulas on-line no 1º ano do ensino fundamental mediadas pelo WhatsApp: possibilidades e limites
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Data
2022-06
Autores
Orientador
Neuenfeldt, Derli Juliano
Banca
Schuck, Rogério José
Silva, Jacqueline Silva da
Silva, Patrícia Fernanda Da
Título do periódico
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Título do Volume
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Resumo
Esta dissertação é resultado de uma pesquisa realizada durante o período pandêmico da Covid-19, em um cenário marcado por práticas docentes que privilegiaram as aulas online mediadas por tecnologias digitais, entre elas os aplicativos de mensagens instantâneas, em destaque, o WhatsApp. O estudo teve por objetivo, investigar e analisar o desenvolvimento de práticas pedagógicas remotas, utilizadas no 1o Ano do Ensino Fundamental de uma Escola da Rede Municipal de Santana/Amapá/BR – no período pandêmico - através do aplicativo WhatsApp, revelando possibilidades e limites para a utilização do aplicativo em foco. Autores como Tardif (2014), Santaella (2021), Moran e Masetto (2017), Bacich (2015), Nóvoa (2021), Paulo Freire (2019), Vygostki (2007) e outros, contribuíram para a reflexão dos conceitos necessários às discussões implementadas. Trata-se de um estudo de natureza qualitativa que teve como sujeitos uma professora do 1o Ano do Ensino Fundamental e sua turma de 24 alunos. Fez-se uso de entrevista semiestruturada com a professora e observação sistematizada em sala de aula remota, por meio da participação no grupo da turma no WhatsApp. Com os alunos foi realizada uma Roda de Conversa, envolvendo 7 estudantes. As informações foram coletadas no período de agosto a dezembro de 2021, analisadas e interpretadas com base na Análise Textual Discursiva, proposta por Moraes e Galiazzi (2016), emergindo três categorias: Práticas Pedagógicas com Tecnologias Digitais Móveis; Relação e Mediação Pedagógica pelo WhatsApp e Potencialidades Pedagógicas do WhatsApp: Possibilidades e Limites. Os resultados permitem afirmar que o aplicativo WhatsApp apresenta potencial para desenvolver práticas pedagógicas inovadoras, pois reconfigura a sala de aula enquanto lugar e tempo, construindo novos processos de ensino e de aprendizagem, o que ajuda a desenvolver competências digitais. Enquanto limites identificamos que o acesso à conexão pelos alunos é desigual; há indisponibilidade de aparelho celular em casa; a necessidade de ‘mediador familiar’ junto ao estudante durante a aula; o analfabetismo digital de alguns pais e; a baixa mediação pedagógica. Por outro lado, o WhatsApp pode favorecer no apoio às aulas presenciais, considerando o uso de áudios, vídeos e imagens como importantes quando se trabalha, remotamente, com alunos do primeiro ano. Conclui-se que a utilização do WhatsApp com crianças- estudantes na construção de conhecimentos não substitui a presencialidade, mas, expande as possibilidades e estabelece meios que potencializam as tecnologias digitais como recurso didático-pedagógico a ser utilizado no 1o Ano do Ensino Fundamental. A escola pode, a partir das experiências que teve no período de pandemia, olhar para as potencialidades das tecnologias digitais e incorporá-las em seu ambiente de ensino.
This dissertation is the result of a research conducted during the Covid-19 pandemic period, in a scenario marked by teaching practices that privileged online classes mediated by digital technologies, among them instant messaging applications, in particular WhatsApp. The study aimed to investigate and analyze the development of remote pedagogical practices, used in the 1st Year of Primary Education of a School of the Municipal Network of Santana, Amapá, Brazil - in the pandemic period - through the application WhatsApp, revealing possibilities and limits for the use of the application in focus. Authors such as Tardif (2014), Santaella (2021), Moran and Masetto (2017), Bacich (2015), Nóvoa (2021), Paulo Freire (2019), Vygostki (2007) and others, contributed to the reflection of the necessary concepts for the implemented discussions. This is a qualitative study that had as subjects a 1st grade teacher and her class of 24 students. A semi-structured interview was used with the teacher and systematized observation in the remote classroom, through participation in the class group on WhatsApp. The conversation circle technique was used with the students, involving 7 participants. The information was collected from August to December 2021, analyzed and interpreted based on the Textual Discourse Analysis, proposed by Moraes and Galiazzi (2016), emerging three categories: Pedagogical Practices with Mobile Digital Technologies; Pedagogical Relationship and Mediation by WhatsApp and Pedagogical Potentialities of WhatsApp: Possibilities and Limits. The results permit to affirm that the WhatsApp application presents potential to develop innovative pedagogical practices, since it reshapes the classroom while place and time, building new teaching and learning processes, which helps to develop digital competences. As limits were identified that the access to the connection by students is unequal; there is unavailability of a cell phone at home; the need for a 'family mediator' with the student during class; the digital illiteracy of some parents and; the low pedagogical mediation. On the other hand, WhatsApp can help support the face-to-face classes, considering the use of audios, videos and images as important when working remotely with first year students. In conclusion, the use of WhatsApp with child-students in the construction of knowledge does not replace the face-to-face, but, expands the possibilities and establishes means that potentializes the digital technologies as a didactic-pedagogical resource to be used in the 1st year of elementary school. The school can, based on the experiences it had during the pandemic period, look at the capabilities of digital technologies and incorporate them into its educational environment.
This dissertation is the result of a research conducted during the Covid-19 pandemic period, in a scenario marked by teaching practices that privileged online classes mediated by digital technologies, among them instant messaging applications, in particular WhatsApp. The study aimed to investigate and analyze the development of remote pedagogical practices, used in the 1st Year of Primary Education of a School of the Municipal Network of Santana, Amapá, Brazil - in the pandemic period - through the application WhatsApp, revealing possibilities and limits for the use of the application in focus. Authors such as Tardif (2014), Santaella (2021), Moran and Masetto (2017), Bacich (2015), Nóvoa (2021), Paulo Freire (2019), Vygostki (2007) and others, contributed to the reflection of the necessary concepts for the implemented discussions. This is a qualitative study that had as subjects a 1st grade teacher and her class of 24 students. A semi-structured interview was used with the teacher and systematized observation in the remote classroom, through participation in the class group on WhatsApp. The conversation circle technique was used with the students, involving 7 participants. The information was collected from August to December 2021, analyzed and interpreted based on the Textual Discourse Analysis, proposed by Moraes and Galiazzi (2016), emerging three categories: Pedagogical Practices with Mobile Digital Technologies; Pedagogical Relationship and Mediation by WhatsApp and Pedagogical Potentialities of WhatsApp: Possibilities and Limits. The results permit to affirm that the WhatsApp application presents potential to develop innovative pedagogical practices, since it reshapes the classroom while place and time, building new teaching and learning processes, which helps to develop digital competences. As limits were identified that the access to the connection by students is unequal; there is unavailability of a cell phone at home; the need for a 'family mediator' with the student during class; the digital illiteracy of some parents and; the low pedagogical mediation. On the other hand, WhatsApp can help support the face-to-face classes, considering the use of audios, videos and images as important when working remotely with first year students. In conclusion, the use of WhatsApp with child-students in the construction of knowledge does not replace the face-to-face, but, expands the possibilities and establishes means that potentializes the digital technologies as a didactic-pedagogical resource to be used in the 1st year of elementary school. The school can, based on the experiences it had during the pandemic period, look at the capabilities of digital technologies and incorporate them into its educational environment.
Descrição
Palavras-chave
Ensino; Práticas pedagógicas; Tecnologias digitais; WhatsApp; Teaching; Pedagogical practices; Digital technologies
Citação
NEGRÃO, Manoel Maria Silva. Aulas on-line no 1º ano do ensino fundamental mediadas pelo WhatsApp: possibilidades e limites. 2022. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 24 jul. 2022. Disponível em: http://hdl.handle.net/10737/3401.