Literacy and Literacy with the support of Information Technology and Communication Mirian Abreu de

Home

Literacy and Literacy with the support of Information Technology and Communication Mirian Abreu de

Written by Administrator

Wednesday, 10 February 2010 08:45

Undergraduate research: Reflections on teaching in the light of the scientific method

Mirian Abreu de Souza Amaral, Director of EMEI "Antonio Guedes de Azevedo" Bauru - SP. Graduated in education from the University of the Sacred Heart - Bauru - SP

BACKGROUND

The object of research here is selected to provide relevant theoretical and scientific support to those who are willing to discuss the issue of digital inclusion of children from an early age. So it starts from a perspective focused on the development of a continuous and pleasant, with regard to building the skills of reading and writing of the small, minimizing the problem of school failure.

Our current school offers literacy and literacy of children through contact with a wide range of individuals with text, with particular attention to books on Children's Literature, now widely available over the Internet. The child, to be inserted in this context, extends its literate world rich in meaning, developing a citizen participation, more independent and more aware of their rights and obligations performing better insight in the world around.

When in contact with the world of fairy tales, that second BETTELHEIN (2002, p.12) offers distinct levels of meaning, the child enriches their lives for the diversity of contributions made possible by these stories to life. It will build your knowledge of the language written in a pleasant and interesting as well to achieve the educational goals of early childhood education.

According VALENTE, with the computer and digital technology the student interacts with the objects of knowledge in a more rich. It is for the teacher as mediator of this process, take ownership of these tools and finally mechanisms, which are the NTIC (New Technologies of Information and Communication), for the student to enjoy the diversity contained text on screen, thereby increasing your chances of choices .

KEY to the richer means is experienced by the child (stimulation and resources), the greater its development, leaving school, especially grassroots, providing those resources, as the only opportunity for the child to have contact with this technology in a systematic way.

The policy relevance of this work lies in the fact that you can discuss the offer this technology in school, as the first space and opportunity for effective participation of poor people in cyberculture 1. Considering the school as a right of all, it has a fundamental role with regard to digital inclusion, thereby benefiting society as a whole.

Moreover, this research project is a pedagogical relevance, to stimulate the motivation for teachers and students use updated tools and reporting mechanisms in the globalized search and exchange of information.

MORAN (2000, p.50) makes these assumptions by stating that:

We must educate for democratic practices, more progressive and participatory technologies that facilitate the development of individuals. When the child arrives at school the fundamental processes of learning have already been developed significantly. Urge also education for the media to understand them, criticize them and use them as widely as possible. (Moran, 2000, p.50)

These tools mediated by educators become more effective will the same extent that they permit the success of school takes effect.

PROBLEM AND THE LIMITS OF RESEARCH

This proposed study aims to answer the following questions to be essential in the observations and analysis to be performed:

- How the New Technologies of Information and Communication Technologies (ICTs) can promote literacy and literacy for children between 5 and 6 years of age in Schools Early Childhood Education, the Municipal School of Bauru?

- How are children's stories of the virtual world can become facilitators and enablers resources of the memorization process, analysis, synthesis and reconstruction of textual more elaborate structures, contributing greatly to the appropriation of knowledge by children in various stages of Literacy and Literacy?

FORMULATION OF HYPOTHESIS
The use of diverse tales of children's literature related to technological resources and strengthened through the mediation and intervention of the teacher can promote successfully, literacy and literacy for children 5 and / or 6 years old.

Decades has been seeking to blame for the failure of school children, especially the popular classes. But the culprits are the teachers, sometimes the student himself, now the education system. It is time to search for that most children who enter school, it does not leave the same conditions, ie without the domain and the development of reading and writing.

It is imperative that the experience of social practices of reading and writing in school by people with diverse text. This need is based on the assumption that the path of knowledge construction can become much more attractive and interesting, is mediated by ICT, which now enable the production of texts, or by means of audio recordings and video, or by through film, animation and many other products.

The time and the results collected from the investment in educational research - reflection and theorizing practice literacy class - can you confirm that the technological integration of the students find meaning and rationale for its inclusion and this meeting will result in the success of these learners.

GENERAL OBJECTIVES

The intention of the observations:
- Analyze the features of the technologies as enhancers of the processes of literacy and literacy of children and 5 or 6 years of age, more significant.
- Identify the elements that generate interest and creativity contained in resources, highlighting the wealth of information and details (sounds and images) that they offered.

SPECIFIC OBJECTIVES

The specific objectives here are related to the possibility of appropriation of cultural norms, acquired by children when they interact with the virtual world.

Thus it is expected that through this research, we can:

- Highlight the key attributes present in multimedia resources, to promote the storage capacity of children to interact with them children's stories available.

- Identify the linguistic resources present in the retelling of stories by children, noting any increase their capacity to perceive, to have their voice recorded.

- Assess the quality of construction writing and textual structure of the story, using the keyboard.

LITERATURE

Literacy, according to Soares, 1998, is the action of literacy and make the individual able to read and write. When it comes to children five and six years, it will be very interesting if that literacy is made from the surrounding text and motivators.

Literacy comes from the literacy (English origin), which is the condition of being literate, educated, who has the ability to read and write, but that also makes use competent and frequent reading and writing. Word literacy is defined as the result of the action of teaching and learning the social practices of reading and writing and the state or condition that takes a social group or an individual as a consequence of having appropriated the writing and its social practices.

To FERREIRO:

... realize that the reading process comes not only from memory, but a knowledge of a conceptual need to understand not only their performance, but its social function, must understand the various nuances and features of reading, read by read for pleasure, to inform, to criticize, to establish relations, to study, to understand something, to write in a more autonomous, to discuss, among others. (SMITH, l993, p.51)

In this context, one is very important to make use of new technologies as well as including the child in this new world that digital is also possible that this go appropriating the language written in a rich and exciting. Rich in diversity, contained in the existing technological resources, and pleasant, for it is through playful as children at this age learn.

Continued FERREIRO saying:

... learn more inventing ways and combinations than copying, learn more trying to work with other appropriate representation for one or more words, than doing it alone exercises, lists of words or letters. (FERREIRO 1995, p.12)

Reading is not only converting to decode letters into sounds, but it has to go through the understanding of what was read. In short, we must learn to read, reading. And from a context, ie what the child already knows, she stands in relation to the writing and the significance of this, knowing the music match the nature and operation of alphabetic, extending the practice of reading. As a result, will be assured that the time occurring mental operations analysis and synthesis.

The use of stories of children's literature to literacy for children of 5 / 6 years is very important because it expands the imagination, develop creativity and become an attractive and interesting way for the admission of the child in the world of letters.

The stories are usually interesting and joyful, often accompanied by songs that work in the development of the child's personality. By identifying with the characters of the stories, children learn their characteristics, according to their behavior for them, the difference between good and evil, the right attitudes and incorrect. The contact with some characters as wolves and witches causes the child to "demonizing" their fears and reducing the anxiety that characterizes this age group.

According to Vygotsky (1991, p.133), teaching writing in the preschool years necessarily mean that the writing is relevant to life, the letters become elements of children's lives, just as, for example, speech .

This happens when the child enjoys a story. She calls on parents and educators to repeat the same story several times, until she memorize the story. The written language is entering the world of children through children's literature, becoming as ubiquitous as normal and oral language. Starting with what the child likes, which are the stories, it soon will be interested in reading the world around you and see how this is possible.

For MORAN (2001 p. 33-34):
The media operate immediately with the sensuous, concrete, especially the moving image. Combine the spatial dimension with synaesthetic, where the pace becomes increasingly hallucinatory. At the same time use the conceptual language, spoken and written, more standardized and rational. Image, word and music, it fits within a context of affective communication, a strong emotional impact, which facilitates and predisposes to more readily accept the messages. (Moran, 2001 p. 33-34)

With the advent of ICT, more specifically the computer, we believe that much easier the issue of literacy, as important to our culture. Through them we have will access to a variety of quality materials and wide variety of individuals with text to support the mediation of the teacher, becoming a common pedagogical practice.

METHODOLOGY

The study on the agenda will be developed through qualitative research, participant observation, with children in the classroom with regard to reading and writing classics of children's literature combined with the use of ICTs.

To the memory of the child of 5 or 6 years and will be presented stories on video and will be observed that the motivation this medium offers. First, all details are recorded in drawings made by children, which is his first record of reality, prior conventional writing.

After the designs will be chosen that are more in line with the story presented on video. Children should describe the scenes, in which will have the opportunity to be authors and learn the difference between the language that is spoken and that contained in the books. This text should be typed using a text editor, providing for many the first contact with the computer. It will then be printed and will make up the legend of the drawings, thus the conventional written language, presented on the computer screen, as if by magic and recorded by the printer. The children will make the reading and copying the text of each scene.

The next step is the construction of the same scenes drawn by children in clay, as these can use all their creativity in making every detail of characters and backgrounds.

After the scenes ready, they will be photographed in the presence of children and they will see the scenes on the computer, having the opportunity to see the final product of work that they built by hand. These images will be sequenced by the computer, giving children an opportunity to see a technological resource offered by ICT.

The next step is to write the history described by the children over the images photographed. Then this will be recorded on DVD and presented to children on television when it started offering the opportunity for comparison, analysis and evaluation of the whole process.

Main Menu

Categories