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Ambientes digitais e o ScratchJr para a promoção da criança leitora: articulação entre uma turma do 1.º Ciclo do Ensino Básico e a biblioteca escolar
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Advisor(s)
Abstract(s)
O trabalho apresentado enquadra-se no âmbito da promoção da leitura tendo como foco o papel que a Biblioteca escolar desempenha junto de alunos do 4º ano do 1.º ciclo, em ambientes digitais, com o auxílio e aplicação de ferramentas digitais. Acreditamos que este é um caminho produtivo na promoção da leitura e um forte contributo para uma mudança de paradigma face às práticas de leitura e às atividades passíveis de serem realizadas numa cooperação entre Biblioteca/Professores/Alunos e restante comunidade educativa.
Cada vez mais o mundo virtual e os ambientes digitais dominam o nosso dia-adia. Com a chegada e crescente evolução das tecnologias de informação e comunicação às escolas reconfiguraram-se metodologias, alteraram-se perspetivas e ampliaram-se novos horizontes na forma como integrar as novas ferramentas na comunidade educativa nomeadamente nos processos de ensino e aprendizagem. Ainda se colocam muitas
dúvidas e interrogações acerca de uma eficaz implementação dos ambientes digitais em contexto de sala de aula e julgamos que as dúvidas inflacionam quando toca à visão de uma parceria com as Bibliotecas Escolares. Perante este cenário inovador é fundamental pensar e repensar em procedimentos eficientes e sustentáveis por forma a que as tecnologias e ambientes digitais façam parte integrante nas dinâmicas escolares.
O presente estudo foi certamente, bastante desafiante tanto para professores, professores bibliotecários, alunos e restante equipa que participou no trabalho. Este, enquadra-se numa perspetiva de promoção e gosto pela leitura com recursos a meios e ambientes digitais, pelo que é justificável a sua introdução em ambiente escolar na medida em que estes têm vindo a ocupar um espaço fulcral no quotidiano da sociedade atual. Saber como, onde e porquê utilizar os recursos em ambientes digitais suscita-nos algumas questões especialmente na segurança dos espaços e recursos pesquisados e recolhidos. É, pois, neste sentido importante saber responder a dificuldades e dúvidas que possam surgir, tendo-se para tal traçado como objetivo de investigação, promover a leitura através da compreensão e incentivo ao uso de ferramentas digitais, fomentando ao desenvolvimento de habilidades no domínio das tecnologias digitais, nomeadamente
no software de programação ScratchJr. sendo esta uma linguagem de programação desenvolvida para crianças dos cinco aos sete anos, com o objetivo de desenvolver o pensamento computacional com a criação de histórias e jogos interativos além de auxiliar no processo cognitivo onde as crianças podem alargar a sua imaginação e criatividade à escrita e à leitura.
O estudo empírico foi desenvolvido num Agrupamento de Escolas em Beja e teve como participantes alunos do 4.º ano do 1.º ciclo do Ensino Básico.
A técnica de recolha de dados incidiu numa descrição e interpretação do comportamento dos alunos em estudo descritos em guião elaborado para esse fim e registados numa grelha de observação recorrendo a uma Checklist de Envolvimento, refletindo um forte contributo para novas formas de aprendizagem através dos ambientes digitais. Desta forma, é ainda possível, detetar problemas e ultrapassar obstáculos através da prática de novos métodos de trabalho realizado de modo colaborativo. Neste sentido propusemo-nos a analisar o trabalho que a Biblioteca Escolar desenvolve utilizando o método de Observação direta participante realizada com os intervenientes, no seu contexto em sala de aula e no espaço da Biblioteca Escolar.
The present work is within the scope of reading promotion, focusing on the role the school Library may play with 4th grade, 1st cycle students in digital environments, aided and enforced by digital tools. It is believed that this will be a productive path in reading promotion and a strong contributor to a paradigm shift regarding reading habits and activities likely to be held in a cooperation between Library/Teachers/Students and the remaining educational community. The virtual world and the digital environments are increasingly taking over our everyday life. With the arrival and growing evolution of the information and communication technologies in school’s methodologies are being reconfigured, perspectives altered and new horizons in the way new tools are blended into the educational community broadened, namely in the teaching and learning processes. Many doubts and question marks remain regarding an effective implementation of the digital environments in a classroom context, and we feel those doubts escalate when envisioning a partnership with School Libraries is concerned. Being faced with this innovative scenario, it is essential to think and rethink effective and sustainable proceedings to make technologies and digital environments be an integral part of the school dynamics. The present study will be, one believes, quite challenging for everyone from teachers to library teachers, students and the rest of the team that will take part in this work. The latter is within the scope of reading promotion (and fondness of doing it) using digital means and environments, being its introduction in school environments thus justified as they are increasingly climbing up the charts in the current society’s everyday life. To know how, where and why to use resources in digital environments raises some questions, especially regarding the safety of the searched and gathered resources. It is, as such, important to be able to address difficulties and doubts that may arise and, to do that, promoting reading through understanding and motivating to use digital tools has been set as research goal, favoring the acquisition of digital technologyrelated skills, naming the programming software ScratchJr. This being programming language developed for children aged five to seven years old, with the purpose of developing computational thinking by creating interactive stories and games and by assisting in the cognitive process where the children may extend their imagination and creativity to writing and reading. This empirical study was developed at Beja’s – Agrupamento de Escolas, and its participants will be students of the 4th grade, 1st Cycle of Primary Education. The data gathering techniques focused on describing and interpreting the studied students’ behavior in a specially designed script, registering information in an observation chart with the aid of an Involvement Checklist, reflecting a strong contribution to new ways of learning through digital environments. Like this, it is still possible to detect problems and overcome obstacles through practicing new working methods in a collaborative mode. With this mindset, we set forth to analyzing the work performed by the School Library using the direct participant observation method on the participants, within a classroom context and in the School Library facilities.
The present work is within the scope of reading promotion, focusing on the role the school Library may play with 4th grade, 1st cycle students in digital environments, aided and enforced by digital tools. It is believed that this will be a productive path in reading promotion and a strong contributor to a paradigm shift regarding reading habits and activities likely to be held in a cooperation between Library/Teachers/Students and the remaining educational community. The virtual world and the digital environments are increasingly taking over our everyday life. With the arrival and growing evolution of the information and communication technologies in school’s methodologies are being reconfigured, perspectives altered and new horizons in the way new tools are blended into the educational community broadened, namely in the teaching and learning processes. Many doubts and question marks remain regarding an effective implementation of the digital environments in a classroom context, and we feel those doubts escalate when envisioning a partnership with School Libraries is concerned. Being faced with this innovative scenario, it is essential to think and rethink effective and sustainable proceedings to make technologies and digital environments be an integral part of the school dynamics. The present study will be, one believes, quite challenging for everyone from teachers to library teachers, students and the rest of the team that will take part in this work. The latter is within the scope of reading promotion (and fondness of doing it) using digital means and environments, being its introduction in school environments thus justified as they are increasingly climbing up the charts in the current society’s everyday life. To know how, where and why to use resources in digital environments raises some questions, especially regarding the safety of the searched and gathered resources. It is, as such, important to be able to address difficulties and doubts that may arise and, to do that, promoting reading through understanding and motivating to use digital tools has been set as research goal, favoring the acquisition of digital technologyrelated skills, naming the programming software ScratchJr. This being programming language developed for children aged five to seven years old, with the purpose of developing computational thinking by creating interactive stories and games and by assisting in the cognitive process where the children may extend their imagination and creativity to writing and reading. This empirical study was developed at Beja’s – Agrupamento de Escolas, and its participants will be students of the 4th grade, 1st Cycle of Primary Education. The data gathering techniques focused on describing and interpreting the studied students’ behavior in a specially designed script, registering information in an observation chart with the aid of an Involvement Checklist, reflecting a strong contribution to new ways of learning through digital environments. Like this, it is still possible to detect problems and overcome obstacles through practicing new working methods in a collaborative mode. With this mindset, we set forth to analyzing the work performed by the School Library using the direct participant observation method on the participants, within a classroom context and in the School Library facilities.
Description
Keywords
Ambientes digitais Literacia digital ScratchJr Biblioteca escolar Promoção da leitura Digital environments Digital literacy School library Reading promotion
Pedagogical Context
Citation
Mascarenhas, Helena Isabel Bentes - Ambientes digitais e o ScratchJr para a promoção da criança leitora [Em linha]: articulação entre uma turma do 1.º Ciclo do Ensino Básico e a biblioteca escolar. [S.l.]: [s.n.], 2024. 106 p.