Planejamento digital e literatura como elo interdisciplinar: sonhos possíveis

Abstract

How can new technologies facilitate teacher‟s planning and practice? This was the question that motivated this study, with the main purpose of encouraging teachers from the first grades of the Elementary School to use the Complementary Collection, books which schools have because of Ministério da Educação initiatives. Thus, considering the new technologies as tools, under the Professional Master in Teaching extent, it aimed to develop a software called PLANPED Pedagogical Planning, structured as a database to be chosen during the teachers‟ planning. The relevance of this proposal was due to the possibilities of speeding up bureaucratic issues and to increase the interest in working with children‟s literary books in the classroom. The research was set up, methodologically, as an action research, combining bibliographic, analytical and applied characteristics. Served as theoretical basis the studies of Farias et al. (2011) and Luckesi (2002) on the pedagogical planning; Cosson (2009), Machado (2011), Bajard (2007), among others, on reading; and Kenski (2003) on new technologies applied to education. As by-products were developed Lesson Plans models, which arranged the work with content and the reading mediation, as well as training papers that supported the blended course taught about the subject. It was also created a website to publicize the digital program PLANPED and to share materials produced by the research participants. In this dissertation, therefore, it‟s presented initiatives in an attempt to combine new technologies to the pedagogical work that aims the school literacy practices, highlighting the teacher functions as a reading godfather and a writing master.