Inovação educacional aberta de base tecnológica: a prática docente apoiada em tecnologias emergentes
Digital information and communication technologies - TDICs have been taking up more and more space in human relations. This fact has fed the production in this area causing new technologies to emerge and new ways of adding them to the daily life of people. The educational field, historically, has be...
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Formação de professores Inovação pedagógica Tecnologias emergentes TTATI CNPQ::CIENCIAS HUMANAS::EDUCACAO |
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Formação de professores Inovação pedagógica Tecnologias emergentes TTATI CNPQ::CIENCIAS HUMANAS::EDUCACAO Melo, João Ricardo Freire de Inovação educacional aberta de base tecnológica: a prática docente apoiada em tecnologias emergentes |
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Digital information and communication technologies - TDICs have been taking up more and more space in human relations. This fact has fed the production in this area causing new technologies to emerge and new ways of adding them to the daily life of people. The educational field, historically, has been incorporating social changes in a more gradual way. This work sought to understand how the TDICs have been inserted in the school context, especially in the pedagogical practice of teachers. We established as a parameter the emerging technologies, in order to understand the degree of distance / approximation between access to these technologies and the practice of teachers. We chose the objective of this work, to verify the extent to which teachers use the emerging technologies and, from this diagnosis, we elaborate a platform model that provides permanent and collaborative training that, in the social network format, can help teachers to exchange information about knowledge produced in their practice. We used as qualitative-methodological references the quali-quanti research, which enabled the analysis of statistical data, as well as the qualitative reading of the context of the research. From the theoretical point of view, we used the bibliographic review. In order to discuss teacher education, we have used the studies, mainly by Ramalho, Núñez and Gauthier (2003), Perrenoud (2000) and Marcelo Garcia (2001); (Morro et al., 2012) and Buzato (2010). In this paper, we present a case study of the concept of innovation. We carried out a documentary review, taking into account the legal framework, especially, based on the Law of Guidelines and Bases of National Education n. 9394/1996, the National Curricular Parameters, the National Curricular Guidelines and the current National Education Plan, in addition to the specific legislation focused on the TDICs, which underpin public policies in the area. We still use the state of the art as a research technique, whose survey was based on the compilation of the main empirical research carried out with Brazilian teachers about the use of TDICs in their pedagogical practice. On emerging technologies, we consult the main international publications, with a view to compiling an updated table. As a result it was possible to verify that teachers do not use digital technologies in their practice satisfactorily, but are constantly connected; are motivated by peers, pupils, official documents and pedagogical coordination; there are policies to promote the insertion of TDICs in the classroom and that the scientific literature on emerging technologies in education is still very recent, with no specifications of the technologies, their educational applications and objective evaluation criteria. In addition, the main factors that hamper its use gravitate around the lack of infrastructural conditions to use the technologies in the classroom; difficulty in accessing a greater diversity of technological resources, with adequate infrastructure and competence to carry out this didactic mediation, and curricular matrices of initial and continuing training courses that privilege other skills to the detriment of teaching with digital technologies. In order to solve some of these difficulties, we explain the Three - Dimensional Technological Approach to Innovation in Teaching - TTATI, a model of permanent, open and collaborative training that seeks to improve the access and use of TDICs, especially emerging technologies, teaching practice and, ultimately, improving the quality of education. |
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Ferreira, Adir Luiz |
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Ferreira, Adir Luiz Melo, João Ricardo Freire de |
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doctoralThesis |
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Melo, João Ricardo Freire de |
| author_sort |
Melo, João Ricardo Freire de |
| title |
Inovação educacional aberta de base tecnológica: a prática docente apoiada em tecnologias emergentes |
| title_short |
Inovação educacional aberta de base tecnológica: a prática docente apoiada em tecnologias emergentes |
| title_full |
Inovação educacional aberta de base tecnológica: a prática docente apoiada em tecnologias emergentes |
| title_fullStr |
Inovação educacional aberta de base tecnológica: a prática docente apoiada em tecnologias emergentes |
| title_full_unstemmed |
Inovação educacional aberta de base tecnológica: a prática docente apoiada em tecnologias emergentes |
| title_sort |
inovação educacional aberta de base tecnológica: a prática docente apoiada em tecnologias emergentes |
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Brasil |
| publishDate |
2018 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/24941 |
| work_keys_str_mv |
AT melojoaoricardofreirede inovacaoeducacionalabertadebasetecnologicaapraticadocenteapoiadaemtecnologiasemergentes |
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1773963297079427072 |
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ri-123456789-249412019-06-16T05:22:43Z Inovação educacional aberta de base tecnológica: a prática docente apoiada em tecnologias emergentes Melo, João Ricardo Freire de Ferreira, Adir Luiz Diniz, Adriana Valéria Santos Carvalho Neto, Cassiano Zeferino de Nunez, Isauro Beltran Carvalho, Joabson Nogueira de Oliveira, Luiz Affonso Henderson Guedes de Formação de professores Inovação pedagógica Tecnologias emergentes TTATI CNPQ::CIENCIAS HUMANAS::EDUCACAO Digital information and communication technologies - TDICs have been taking up more and more space in human relations. This fact has fed the production in this area causing new technologies to emerge and new ways of adding them to the daily life of people. The educational field, historically, has been incorporating social changes in a more gradual way. This work sought to understand how the TDICs have been inserted in the school context, especially in the pedagogical practice of teachers. We established as a parameter the emerging technologies, in order to understand the degree of distance / approximation between access to these technologies and the practice of teachers. We chose the objective of this work, to verify the extent to which teachers use the emerging technologies and, from this diagnosis, we elaborate a platform model that provides permanent and collaborative training that, in the social network format, can help teachers to exchange information about knowledge produced in their practice. We used as qualitative-methodological references the quali-quanti research, which enabled the analysis of statistical data, as well as the qualitative reading of the context of the research. From the theoretical point of view, we used the bibliographic review. In order to discuss teacher education, we have used the studies, mainly by Ramalho, Núñez and Gauthier (2003), Perrenoud (2000) and Marcelo Garcia (2001); (Morro et al., 2012) and Buzato (2010). In this paper, we present a case study of the concept of innovation. We carried out a documentary review, taking into account the legal framework, especially, based on the Law of Guidelines and Bases of National Education n. 9394/1996, the National Curricular Parameters, the National Curricular Guidelines and the current National Education Plan, in addition to the specific legislation focused on the TDICs, which underpin public policies in the area. We still use the state of the art as a research technique, whose survey was based on the compilation of the main empirical research carried out with Brazilian teachers about the use of TDICs in their pedagogical practice. On emerging technologies, we consult the main international publications, with a view to compiling an updated table. As a result it was possible to verify that teachers do not use digital technologies in their practice satisfactorily, but are constantly connected; are motivated by peers, pupils, official documents and pedagogical coordination; there are policies to promote the insertion of TDICs in the classroom and that the scientific literature on emerging technologies in education is still very recent, with no specifications of the technologies, their educational applications and objective evaluation criteria. In addition, the main factors that hamper its use gravitate around the lack of infrastructural conditions to use the technologies in the classroom; difficulty in accessing a greater diversity of technological resources, with adequate infrastructure and competence to carry out this didactic mediation, and curricular matrices of initial and continuing training courses that privilege other skills to the detriment of teaching with digital technologies. In order to solve some of these difficulties, we explain the Three - Dimensional Technological Approach to Innovation in Teaching - TTATI, a model of permanent, open and collaborative training that seeks to improve the access and use of TDICs, especially emerging technologies, teaching practice and, ultimately, improving the quality of education. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) As tecnologias digitais da informação e comunicação – TDICs vêm ocupando cada vez mais espaço nas relações humanas. Esse fato tem retroalimentado a produção nessa área fazendo com que surjam novas tecnologias e formas de agregá-las à vida cotidiana das pessoas. O campo educacional, historicamente, vem incorporando essas mudanças tecnológicas de forma gradualmente mais lenta. Esta tese buscou compreender como as TDICs têm se inserido no contexto escolar, notadamente, na prática pedagógica dos professores. Estabelecemos como parâmetro as tecnologias emergentes, para perceber qual o grau de distanciamento/aproximação entre o acesso a essas tecnologias e a prática dos docentes. Elegemos como objetivo dessa tese, verificar em que medida os professores utilizam as tecnologias emergentes e, a partir desse diagnóstico, elaboramos um modelo de plataforma que propicie formação permanente e colaborativa que, no formato de rede social, possa auxiliar os professores a intercambiar informações acerca dos conhecimentos produzidos em sua prática. Utilizamos como referentes teórico-metodológicos a pesquisa quali-quanti, a qual possibilitou a análise de dados estatísticos, assim como a leitura qualitativa do contexto da pesquisa. Do ponto de vista teórico, utilizamos a revisão bibliográfica. Para discutir a formação docente, lançamos mão dos estudos, fundamentalmente, de Ramalho, Núñez e Gauthier (2003), Perrenoud (2000) e Marcelo Garcia (2001); os escritos de Pedró (2010) para pensarmos o conceito de inovação e, sobre as tecnologias nos apoiamos em Pretto (2011), Moran et al (2012) e Buzato (2010). Realizamos uma revisão documental, tendo por lastro, o marco legal, especialmente, a partir da Lei de Diretrizes e Bases da Educação Nacional n. 9394/1996, os Parâmetros Curriculares Nacionais, as Diretrizes Curriculares Nacionais e o atual Plano Nacional de Educação, além da legislação específica voltada para as TDICs, que fundamentam as políticas públicas na área. Ainda utilizamos como técnica de pesquisa, o estado da arte, cujo levantamento pautou-se na compilação das principais pesquisas empíricas realizadas com professores brasileiros acerca da utilização das TDICs em sua prática pedagógica. Sobre as tecnologias emergentes, consultamos as principais publicações internacionais, com vistas a compor um quadro atualizado. Como resultado, foi possível verificar que os professores não utilizam de forma satisfatória as tecnologias digitais na sua prática, mas estão constantemente conectados; são motivados pelos pares, alunos, documentos oficiais e pela coordenação pedagógica; há políticas de fomento à inserção das TDICs em sala de aula e que a literatura científica sobre tecnologias emergentes na educação ainda é muito recente, sem especificações das tecnologias, suas aplicações educacionais e critérios objetivos de avaliação. Ademais, os principais fatores que obstaculizam sua utilização gravitam em torno da falta de condições infraestruturais para utilizar as tecnologias na sala de aula; dificuldade de acesso a uma diversidade maior de recursos tecnológicos, com infraestrutura adequada e competência para realizar essa mediação didática e, matrizes curriculares dos cursos de formação inicial e continuada que privilegiem outras competências em detrimento do ensino com tecnologias digitais. Para dirimir algumas dessas dificuldades explicitamos a Abordagem Tecnológica Tridimensional para Inovação no Ensino – TTATI, modelo de formação permanente, aberto e colaborativo que busca melhorar o acesso e utilização das TDICs, em especial as tecnologias emergentes, na prática docente e, em última instância, a melhoria da qualidade da educação. 2018-03-22T14:14:48Z 2018-03-22T14:14:48Z 2017-10-30 doctoralThesis MELO, João Ricardo Freire de. Inovação educacional aberta de base tecnológica: a prática docente apoiada em tecnologias emergentes. 2017. 215f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2017. https://repositorio.ufrn.br/jspui/handle/123456789/24941 por Acesso Aberto application/pdf Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO |