| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.76 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Esta investigação surge não somente por nossa experiência docente no trato da leitura
instrumental em língua espanhola como também pela necessidade de incentivar o estudo
deste idioma de maneira mais dinâmica e inovadora. Diante disso, esta dissertação tem
como objetivo principal propor uma modelo que serve de base para a elaboração de
Plataforma de Ensino Adaptativo na Área de Espanhol como Língua Estrangeira Moderna
(E/LEM) orientada a questões do Exame Nacional do Ensino Médio (ENEM) do Brasil.
Para isso, discorremos sobre o papel da escola como espaço multiplicador de educação e
cultura, e refletimos criticamente sobre os Parâmetros Curriculares Nacionais do Ensino
Médio (PCNEM) e a Base Nacional Comum Curricular a fim de retratar o contexto sócio político do E/ELEM. Além do mais, discorremos sobre o papel da avaliação com valor
diagnóstico, formativo e somativo e sobre a Teoria de Resposta ao Item. Refletimos ainda
sobre a Matriz de Referência ENEM, suas Competências e Habilidades na área de
E/LEM. A partir disso, identificamos os elementos-chave para a elaboração de uma
Plataforma online de Ensino Adaptativo, apontando orientações para a construção do
processo de registo, perfilagem, visibilização da aprendizagem de cada usuário e criação
de reports de utilização.
This research arises not only from our teaching experience in dealing with instrumental reading in Spanish, but also from the need to encourage the study of this language in a more dynamic and innovative way. In this context, this dissertation aims to propose a model that serves as the basis for the development of an Adaptive Learning Platform in the area of Spanish as a Modern Foreign Language oriented to the type of questions adreessed by the Brasilian national High School examination (ENEM). To do so, we discuss the role of the school as a multiplier space for education and culture, we also reflect critically on the National Curricular Parameters for High Schools (PCNEM) and the National Curricular Common Base in order to portray the socio-political context of the I/ELEM. In addition, we discuss the role of evaluation with diagnostic, formative and summative purposes as well as the Item-Response Theory. We also reflect on the ENEM Reference Matrix, the competencies and skills for the Spanish as a Modern Foreign Language. From this, we identify the key elements for the development of an Online Platform of Adaptive Learching, pointing out guidelines for the construction of the registration and profiling processes, visualization of the learning path of each user, as well as the creation of usage reports.
This research arises not only from our teaching experience in dealing with instrumental reading in Spanish, but also from the need to encourage the study of this language in a more dynamic and innovative way. In this context, this dissertation aims to propose a model that serves as the basis for the development of an Adaptive Learning Platform in the area of Spanish as a Modern Foreign Language oriented to the type of questions adreessed by the Brasilian national High School examination (ENEM). To do so, we discuss the role of the school as a multiplier space for education and culture, we also reflect critically on the National Curricular Parameters for High Schools (PCNEM) and the National Curricular Common Base in order to portray the socio-political context of the I/ELEM. In addition, we discuss the role of evaluation with diagnostic, formative and summative purposes as well as the Item-Response Theory. We also reflect on the ENEM Reference Matrix, the competencies and skills for the Spanish as a Modern Foreign Language. From this, we identify the key elements for the development of an Online Platform of Adaptive Learching, pointing out guidelines for the construction of the registration and profiling processes, visualization of the learning path of each user, as well as the creation of usage reports.
Description
Dissertação de Mestrado, Educação (Área de Especialidade em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2017
Keywords
Língua espanhola - Estudo e ensino Aprendizagem Avaliação E-learning Tecnologias digitais Teses de mestrado - 2017