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Publication
Alfabetização de falantes de português em contexto bilíngue: estratégias centradas na tecnologia educacional
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Authors
Abstract(s)
O presente estudo consiste numa pesquisa conduzida acerca de estudantes bilíngues envolvidos no processo de alfabetização em língua portuguesa, no contexto da cidade de Helsinquia, Finlândia. Destacando-se a utilização de tecnologias como elementos coadjuvantes e impulsionadores nesse contexto educacional específico. O trabalho constitui um estudo de caso descritivo, no qual a investigação acontece de forma ativa e imersa no ambiente da pesquisa.
O contexto da investigação é delimitado à Escola Europeia de Helsinquia, onde, ao longo de quatro anos, dedicou-se ao ensino de português língua materna de indivíduos inseridos em um contexto bilíngue e, mesmo, multilíngue. Este estudo propõe uma focalização temporal específica nas experiências pedagógicas durante dois anos letivos (2020 e 2022), nos quais um grupo de alunos foi objeto de intervenção no período correspondente à pré-alfabetização e alfabetização, com a utilização ativa de tecnologias como principal método pedagógico.
No âmbito dessa conjuntura, as tecnologias desempenharam um papel mitigador no desafio de educar alunos de diversas faixas etárias, imersos simultaneamente na alfabetização em outras línguas adicionais, enquanto empregavam o português de maneira exclusiva durante as atividades em sala de aula. A pesquisa evidenciou que a exploração de experiências tecnológicas revelou-se extremamente vantajosa, proporcionando progressos notáveis no tocante ao processo de alfabetização e letramento.
The present study undertakes an examination of bilingual students' literacy development in the Portuguese language, situated within the educational landscape of Helsinki, Finland, with a particular emphasis on the utilization of technology as a facilitative and propelling force in this educational milieu. Employing a descriptive case study approach, the research is characterized by active engagement and immersion within the research environment. The research is specifically situated within the European School of Helsinki, where, over a span of four years, instruction in Portuguese as a mother tongue was provided to individuals immersed in a bilingual or multilingual setting. This study focuses temporally on the pedagogical endeavours of the last two academic years (2020 and 2022), during which a cohort of students underwent intervention aimed at pre-literacy and literacy development, with technology serving as the primary pedagogical modality. In this setting, technology assumes a pivotal role in addressing the educational challenges inherent in instructing students across various age groups, who are concurrently engaged in literacy acquisition in additional languages, while being exclusively immersed in Portuguese during classroom activities. The research findings indicate that leveraging technological experiences has yielded significant benefits, facilitating notable advancements in literacy acquisition and literacy processes.
The present study undertakes an examination of bilingual students' literacy development in the Portuguese language, situated within the educational landscape of Helsinki, Finland, with a particular emphasis on the utilization of technology as a facilitative and propelling force in this educational milieu. Employing a descriptive case study approach, the research is characterized by active engagement and immersion within the research environment. The research is specifically situated within the European School of Helsinki, where, over a span of four years, instruction in Portuguese as a mother tongue was provided to individuals immersed in a bilingual or multilingual setting. This study focuses temporally on the pedagogical endeavours of the last two academic years (2020 and 2022), during which a cohort of students underwent intervention aimed at pre-literacy and literacy development, with technology serving as the primary pedagogical modality. In this setting, technology assumes a pivotal role in addressing the educational challenges inherent in instructing students across various age groups, who are concurrently engaged in literacy acquisition in additional languages, while being exclusively immersed in Portuguese during classroom activities. The research findings indicate that leveraging technological experiences has yielded significant benefits, facilitating notable advancements in literacy acquisition and literacy processes.
Description
Keywords
Português língua materna Alfabetização bilíngue Tecnologias educacionais Bilinguismo Didática tecnológica Portuguese as a mother tongue Bilingual literacy Educational technologies Bilingualism Technological didactics
Pedagogical Context
Citation
Eerola, Evelyse Caetano - Alfabetização de falantes de português em contexto bilíngue [Em linha]: estratégias centradas na tecnologia educacional. [S.l.]: [s.n.], 2024. 117 p.