Banca de DEFESA: ELIANE COSTA KRETZER

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ELIANE COSTA KRETZER
DATE: 21/09/2021
TIME: 14:00
LOCAL: Webconferência via ferramenta Google Meet https://meet.google.com/oem-fpey-shp
TITLE:

The use of Digital Technological Resources in psychopedagogical intervention to improve reading fluency among Basic Education students the perspective of inclusive educational processes.

KEY WORDS:

Learning Difficulties. Reading Fluency. Digital Technological Resources. Psycho-pedagogy. Inclusion.

PAGES: 175
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SUMMARY:

It’s presented the Master's Degree in Education research carried out in the Education Stricto Sensu Post-Graduate Program (PPGE), from the Federal Institute of Education, Science and Technology of Santa Catarina (IFC). The present study was developed within the Educational Processes and Inclusion research line, whose theme is part of the use of Digital Technological Resources (DTR) in Psychopedagogical Intervention Sessions (PpIS) to improve reading fluency among basic education students who have Learning Difficulties (LD) considering the perspective of inclusive educational processes (FREIRE, 1998; 2002; 2011; MITTLER, 2003; GLAT; PLETSCH; FONTES, 2007; PACHECO; EGGERTSDÓTTIR; MARINÓSSON, 2007; CUNHA, 2011). The theme and the object of study were discussed from the perspective of needing to find psychopedagogical intervention alternatives (WEISS, 2004; FERNÁNDEZ, 1991; 2001; PAÍN, 1992; CAIERÃO, 2013; CAIERÃO; HICKEL; KORTMANN, 2016; LEAL , 2017) that can help students with LD to develop the cognitive processes that involve learning to read (SCLIAR-CABRAL, 2003a; 2003b; 2004; 2019; 2020; DEHAENE, 2012; SNOWLING; HULME, 2013) and as a consequence, the improvement in reading fluency (LEFFA, 1996; SOLÉ, 1998; KLEIMAN, 2002; CAPOVILLA; CAPOVILLA, 2004; ZORZI, 2008; 2010; SCHARDOSIM, 2010; 2015), seeking above all, the historical, social and active constitution of the subjects, since the DTR (SANCHO, 2006; KENSKI, 2010; 2012; MORAN, 2013; MARTINO, 2015; KRETZER; VIEIRA, 2019) can break physical, attitudinal and cultural barriers promoting autonomy and inclusion. Methodologically, the study permeated the characteristics of experimental research (GIL, 2008a; 2008b; PRODANOV; FREITAS, 2013), with an Experimental Group (EG) and Control (CG) composed by students with LD who were submitted to psychopedagogical interventions, since only in the EG the interventions were mediated by DTR. Psychopedagogical tests of word reading (TLP) and text (TLT) were applied based on Kretzer and Vieira (2019). Our study presented discreet but positive results in improving reading fluency in texts regarding to reading speed and decoding in EG participants, who received intervention mediated by DTR, as indicated in the TLT results. The results of the present research also pointed towards psychopedagogical practices in the perspective of inclusive and innovative educational processes with the use of DTR in the reading learning processes.

BANKING MEMBERS:
Presidente - 1860229 - CHRIS ROYES SCHARDOSIM
Externa à Instituição - CYNTIA BAILER - FURB
Interna - 2773007 - IDORLENE DA SILVA HOEPERS