#memorialdoconvento

A Technological Approach

Authors

DOI:

https://doi.org/10.25749/sis.15789

Keywords:

educative innovation, technology, digital natives, videogames and literature

Abstract

The official school study program determines that the Portuguese students have to fully read a set of literary works, representative of our national culture. However, the characteristics of urban 21st century-youth are incompatible with this proposal and this creates new challenges for educators. In this article, we describe a pedagogical experiment involving the use of new technologies, which placed students in an active position of autonomous literary text interpreters. This work led a specific group of students to produce a set of different videogames. This paper reports this experiment, details the computer resources they utilised and briefly describes their different readings of Memorial do Convento, by José Saramago. The conclusions of this experiment point to a different work conception, one which is able to remove the teacher from the traditional role of knowledge transmitter and allows for the creation of a suitable postmodern school.

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Author Biography

Maria do Carmo Pereira Oliveira, Agrupamento de Escolas de Aurélia de Sousa

Professora do Ensino Básico e Secundário na Escola Secundária Aurélia de Sousa, Doutorada em Linguística, pela Faculdade de Letras da Universidade do Porto, com interesse particular na área da sintaxe. Desenvolve pesquisa na sintaxe da coordenação frásica e na metodologia do ensino do português, com enfoque no aproveitamento pedagógico das novas tecnologias e das estratégias de gamificação para o ensino da literatura e da gramática.

References

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Fino, C., & Sousa, J. (2003). As TIC Redesenhando as Fronteiras do Currículo. Revista Galego – Portuguesa de Psicologia e Educação, 8, 2051-2063. Retirado de: https://digituma.uma.pt/handle/10400.13/781

Hargreaves, A. (1998). Os professores em tempos de mudança. O trabalho e a cultura dos professores na idade pós-moderna. Alfragide. McGraw-Hill de Portugal.

Prensky, M. (2001a). Digital Natives, Digital immigrants. Retirado de: http://www.marcprensky.com/writing/Prensky - Digital Natives, Digital Immigrants - Part1.pdf

Prensky, M. (2001b). Digital Natives, Digital immigrants II – Do they really think diferente?. Retirado de: http://www.marcprensky.com/writing/Prensky - Digital Natives, Digital Immigrants - Part2.pdf

Saramago, J. (1982). Memorial do Convento. Lisboa: Caminho.

Silva, J. L. C., Salazar, J., & Poças, M. E. (2015). Trabalho cooperativo como finalidade e estratégia de aprendizagem. Um estudo de caso em Biologia humana. Interacções, 11(39), 485-510. Retirado de: http://revistas.rcaap.pt/interaccoes/article/view/8754

Silveira T. (2011). O impacto do contexto tecnológico no desenvolvimento da “arquitetura cerebral” para a leitura. In S. Pereira (Org.), Congresso Nacional "Literacia, Media e Cidadania" (pp. 295-311). Braga, Universidade do Minho: Centro de Estudos de Comunicação e Sociedade. Retirado de: http://revistacomsoc.pt/index.php/lmc/article/view/471

Toffler, A. (1999). A terceira vaga. Lisboa: Livros do Brasil.

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Published

2019-02-28

Issue

Vol. 7 No. 1 (2019): Technology Enhanced Learning

Section

Articles

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