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As tecnologias digitais na mediação e promoção da leitura : valorações de professores e alunos
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Resumo(s)
A promoção da leitura constitui um imperativo na atual sociedade pautada pelas
transformações tecnológicas, sendo reconhecida a sua importância como vital para o
desenvolvimento dos indivíduos e para o sucesso escolar. Assim, deve mobilizar-se a escola
no sentido de renovar o ensino e a aprendizagem da leitura, necessidade esta especialmente
relevante no ensino secundário, considerando que os hábitos de leitura decrescem à medida
que os alunos avançam na idade e percurso escolar. Este estudo tem como objetivo
compreender de que forma as tecnologias digitais podem contribuir na mediação e promoção
da leitura junto dos alunos, em particular do ensino secundário, partindo da exploração da
relação do aluno com o texto literário, bem como da compreensão do papel do discente e
docente na condução do processo de ensino/aprendizagem da educação literária. Optou-se por
uma metodologia qualitativa, assente num paradigma interpretativo, auscultando-se, para o
efeito, 9 alunos do ensino secundário/universitário e 8 professores do ensino secundário
através de entrevistas semiestruturadas. Constatou-se, neste estudo, que os alunos se
enquadram num perfil de ‘leitor do século XXI’, valorizando as tecnologias digitais no uso
autónomo de plataformas para decidir o que ler, bem como para participar em comunidades
de leitura online. Estas dinâmicas, no entanto, não são acompanhadas pela escola, onde o
caráter prescritivo e/ou sugestivo das obras literárias preconizadas pelo Programa, assim
como a pouca autonomia de escolha reconhecida aos alunos, os desmotivam para a leitura.
Percebeu-se também que os docentes enfrentam dificuldades no trabalho de leitura em sala de
aula do ensino secundário, sobretudo pela ausência de tempo para cumprir o Programa,
dificuldades estas que condicionam os professores nas suas práticas e no recurso a
tecnologias digitais para o trabalho de leitura com os alunos. Sugere-se, assim, o fomento de
uma educação literária através de práticas que, com o contributo das tecnologias digitais,
possibilitem a aproximação e a apropriação do texto literário, reconhecendo a importância do
aluno enquanto leitor, conduzindo-o à construção dos seus conhecimentos literários.
Promoting reading is crucial in a society where technological advancements play an important role, since having reading skills is considered to be vital for everyone’s education and school success. Therefore, schools must update their methods and strategies of teaching reading, especially with secondary school learners, since the students’ reading habits tend to decrease as they get older. This study aims to understand how digital technologies can contribute to the mediation and promotion of reading among students, namely in secondary schools, starting with the analysis of the student's relationship with the literary text and the student/teacher’s role in the process of learning and teaching literature. We opted for a qualitative research methodology based on an interpretive paradigm, and we listened to 9 secondary/higher education school students and 8 secondary school teachers through semi-structured interviews. In this study, it was found that students fit into a '21st-century reader' profile, valuing digital technologies with the use of platforms to decide what to read and to take part in online reading communities. Nevertheless, schools don’t take part in these reading dynamics, where their list of suggested literary works defined by the Curriculum is highly prescriptive, and students’ lack of autonomy to choose what they want to read discourages them to do so. We have also concluded that teachers face some difficulties concerning their teaching reading approaches in the secondary school classrooms, mainly due to lack of time to teach all the topics of the Curriculum. These issues affect the teachers’ daily practices and the way they use digital technologies to work on their students’ reading skills. It is, therefore, suggested that literary education should be promoted through practices that, with the contribution of digital technologies, enable the relationship between students and the literary text, recognizing the importance of the student as a reader and leading him to build his literary knowledge.
Promoting reading is crucial in a society where technological advancements play an important role, since having reading skills is considered to be vital for everyone’s education and school success. Therefore, schools must update their methods and strategies of teaching reading, especially with secondary school learners, since the students’ reading habits tend to decrease as they get older. This study aims to understand how digital technologies can contribute to the mediation and promotion of reading among students, namely in secondary schools, starting with the analysis of the student's relationship with the literary text and the student/teacher’s role in the process of learning and teaching literature. We opted for a qualitative research methodology based on an interpretive paradigm, and we listened to 9 secondary/higher education school students and 8 secondary school teachers through semi-structured interviews. In this study, it was found that students fit into a '21st-century reader' profile, valuing digital technologies with the use of platforms to decide what to read and to take part in online reading communities. Nevertheless, schools don’t take part in these reading dynamics, where their list of suggested literary works defined by the Curriculum is highly prescriptive, and students’ lack of autonomy to choose what they want to read discourages them to do so. We have also concluded that teachers face some difficulties concerning their teaching reading approaches in the secondary school classrooms, mainly due to lack of time to teach all the topics of the Curriculum. These issues affect the teachers’ daily practices and the way they use digital technologies to work on their students’ reading skills. It is, therefore, suggested that literary education should be promoted through practices that, with the contribution of digital technologies, enable the relationship between students and the literary text, recognizing the importance of the student as a reader and leading him to build his literary knowledge.
Descrição
Dissertação de mestrado, Educação (Especialidade em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2022
Palavras-chave
Leitura - Promoção Hábitos de leitura Motivação Tecnologias digitais Teses de mestrado - 2022