Mobile learning na Educação de Jovens e Adultos: adoção de dispositivos móveis na atividade docente
The modality of Youth and Adult Education (YAE) has presented huge challenges to educators throughout its history. Social changes produced by the Network Society (CASTELLS, 1999) require the adoption of new cultural practices, which make it possible for the subject to learn in any place and at an...
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Mobile learning Formação de professores Aprendizagem expansiva Educação de jovens e adultos |
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Mobile learning Formação de professores Aprendizagem expansiva Educação de jovens e adultos Dias, Daniele dos Santos Ferreira Mobile learning na Educação de Jovens e Adultos: adoção de dispositivos móveis na atividade docente |
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The modality of Youth and Adult Education (YAE) has presented huge challenges
to educators throughout its history. Social changes produced by the Network
Society (CASTELLS, 1999) require the adoption of new cultural practices, which
make it possible for the subject to learn in any place and at any time. In this sense,
the objective of the research undertaken was to develop a proposal for formative
intervention to reorganise the pedagogical practice of AYE educators in order to
make viable the potential of Mobile and Expansive Learnings, in the teachinglearning process. Based on this, we asked, how to reorganise a pedagogical
practice of AYE, in such a way as to make viable the potential of Expansive
Learning by means of the Culture of Mobility, in the teaching-learning process?
We defend the thesis that the use of Mobile Learning in teacher training can
favour the learning of educators of AYE, making possible potentially expansive
learning and directing it towards teaching practices which satisfy the demands of
the Culture of Mobility. We adopted applied and descriptive participant research
as the research methodology of this project allied to a formative transformative
intervention exploring the Laboratory of Changes – LM (VIRKKUNEN &
NEWNHAM, 2015), which took place in the context of the Mobile Learning Course
in YAE, promoted by the UNESCO Chair in AYE/UFPB. Fifteen sessions of LM
were held (VIRKKUNEN & NEWNHAM, 2015), freely exchanging information
(DELEUZE & GUATTARI,1997), involving teachers working in the State of
Paraiba public school network. The course dealt with adult learning, mobile
learning and new forms of Multi-literacy (ROJO, 212) with music, video and
photography workshops. The LMS Moodle platform was used as the virtual
learning environment. The principal difficulties were implicit in the overcoming of
historical contradictions, which arose throughout the Expansive Cycle. We
adopted the Theory of Activity as the epistemological foundation of the process
(VYGOTSKY, 1978; LEONTIEV, 1978; ENGESTROM, 1999, 2014), the Culture
of Mobility (LEMOS, 2009), Expansive Learning (ENGESTROM, 2016) and
Mobile Learning (DAVIS, 1989; LAVE 1992; PRESKY, 2001; TRAXLER, 2008;
SHARPLES, 2009). We also used the Training of Teachers (RAMALHO &
NUÑES, 2003; FREIRE, 1967, 1978, 1979, 1981, 1987, 1989, 1996) and Youth
and Adult Education (UNESCO 2000, 2010, 2011, 2012, 2013, 2014, 2015, 2017;
IRELAND, 2009, 2012, 2014, 2018) as part of the theoretical framework. We
carried out a phenomenological analysis of the LM. The research resulted in the
creation of a new System of Activity for AYE Teaching made up of the Cycles of
Free Learning. We conclude, then, that the thesis confirms its objectives since
the Cycles of Free Learning are continuous, without borders, mediated and
expansive. They are imbued with the Culture of Mobility and stimulate the free
exchange of information and contents, with the capacity to act as a guiding light
to be followed by students and educators together, who desire to achieve
educational processes which last for the whole life of an adult who recognises
him/herself as a learner, with an unlimited capacity for learning. |
| author2 |
Ramalho, Betânia Leite |
| author_facet |
Ramalho, Betânia Leite Dias, Daniele dos Santos Ferreira |
| format |
doctoralThesis |
| author |
Dias, Daniele dos Santos Ferreira |
| author_sort |
Dias, Daniele dos Santos Ferreira |
| title |
Mobile learning na Educação de Jovens e Adultos: adoção de dispositivos móveis na atividade docente |
| title_short |
Mobile learning na Educação de Jovens e Adultos: adoção de dispositivos móveis na atividade docente |
| title_full |
Mobile learning na Educação de Jovens e Adultos: adoção de dispositivos móveis na atividade docente |
| title_fullStr |
Mobile learning na Educação de Jovens e Adultos: adoção de dispositivos móveis na atividade docente |
| title_full_unstemmed |
Mobile learning na Educação de Jovens e Adultos: adoção de dispositivos móveis na atividade docente |
| title_sort |
mobile learning na educação de jovens e adultos: adoção de dispositivos móveis na atividade docente |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2021 |
| url |
https://repositorio.ufrn.br/handle/123456789/32901 |
| work_keys_str_mv |
AT diasdanieledossantosferreira mobilelearningnaeducacaodejovenseadultosadocaodedispositivosmoveisnaatividadedocente |
| _version_ |
1773964617879388160 |
| spelling |
ri-123456789-329012021-07-16T17:04:25Z Mobile learning na Educação de Jovens e Adultos: adoção de dispositivos móveis na atividade docente Dias, Daniele dos Santos Ferreira Ramalho, Betânia Leite http://lattes.cnpq.br/8039916428930486 http://lattes.cnpq.br/1326690619078211 Diniz, Adriana Valéria Santos http://lattes.cnpq.br/7196551398849603 Melo, Elda Silva do Nascimento http://lattes.cnpq.br/1296070757502494 Gonzalez, Fredy Enrique http://lattes.cnpq.br/4034449429973970 Nunez, Isauro Beltran Alcoforado, Joaquim Luís Medeiros http://lattes.cnpq.br/8528377297670214 Melo, João Ricardo Freire de http://lattes.cnpq.br/0438872069979776 Mobile learning Formação de professores Aprendizagem expansiva Educação de jovens e adultos The modality of Youth and Adult Education (YAE) has presented huge challenges to educators throughout its history. Social changes produced by the Network Society (CASTELLS, 1999) require the adoption of new cultural practices, which make it possible for the subject to learn in any place and at any time. In this sense, the objective of the research undertaken was to develop a proposal for formative intervention to reorganise the pedagogical practice of AYE educators in order to make viable the potential of Mobile and Expansive Learnings, in the teachinglearning process. Based on this, we asked, how to reorganise a pedagogical practice of AYE, in such a way as to make viable the potential of Expansive Learning by means of the Culture of Mobility, in the teaching-learning process? We defend the thesis that the use of Mobile Learning in teacher training can favour the learning of educators of AYE, making possible potentially expansive learning and directing it towards teaching practices which satisfy the demands of the Culture of Mobility. We adopted applied and descriptive participant research as the research methodology of this project allied to a formative transformative intervention exploring the Laboratory of Changes – LM (VIRKKUNEN & NEWNHAM, 2015), which took place in the context of the Mobile Learning Course in YAE, promoted by the UNESCO Chair in AYE/UFPB. Fifteen sessions of LM were held (VIRKKUNEN & NEWNHAM, 2015), freely exchanging information (DELEUZE & GUATTARI,1997), involving teachers working in the State of Paraiba public school network. The course dealt with adult learning, mobile learning and new forms of Multi-literacy (ROJO, 212) with music, video and photography workshops. The LMS Moodle platform was used as the virtual learning environment. The principal difficulties were implicit in the overcoming of historical contradictions, which arose throughout the Expansive Cycle. We adopted the Theory of Activity as the epistemological foundation of the process (VYGOTSKY, 1978; LEONTIEV, 1978; ENGESTROM, 1999, 2014), the Culture of Mobility (LEMOS, 2009), Expansive Learning (ENGESTROM, 2016) and Mobile Learning (DAVIS, 1989; LAVE 1992; PRESKY, 2001; TRAXLER, 2008; SHARPLES, 2009). We also used the Training of Teachers (RAMALHO & NUÑES, 2003; FREIRE, 1967, 1978, 1979, 1981, 1987, 1989, 1996) and Youth and Adult Education (UNESCO 2000, 2010, 2011, 2012, 2013, 2014, 2015, 2017; IRELAND, 2009, 2012, 2014, 2018) as part of the theoretical framework. We carried out a phenomenological analysis of the LM. The research resulted in the creation of a new System of Activity for AYE Teaching made up of the Cycles of Free Learning. We conclude, then, that the thesis confirms its objectives since the Cycles of Free Learning are continuous, without borders, mediated and expansive. They are imbued with the Culture of Mobility and stimulate the free exchange of information and contents, with the capacity to act as a guiding light to be followed by students and educators together, who desire to achieve educational processes which last for the whole life of an adult who recognises him/herself as a learner, with an unlimited capacity for learning. A Modalidade Educação de Jovens e Adultos (EJA), ao longo de sua história, tem configurado grandes desafios para os professores. Afinal, as mudanças sociais oriundas da Sociedade em Rede (CASTELLS, 1999) exigem práticas de adoção de outras culturas, as quais possibilitem ao sujeito aprender em qualquer tempo e espaço. Nesse sentido, foi desenvolvida a pesquisa a qual teve como objetivo geral desenvolver uma proposta de intervenção formativa para reconfigurar a prática pedagógica do docente da EJA, de modo a viabilizar a potencialização de Aprendizagens Móveis e Expansivas no espaço de ensino e aprendizagem. Mas, perguntamos: como reconfigurar a prática pedagógica de ensino na EJA, de modo a viabilizar a potencialização de Aprendizagens Expansivas, a partir da exploração da Cultura da Mobilidade, no espaço de ensino e aprendizagem? Foi defendida a tese de que o uso de Mobile Learning na formação docente pode favorecer a aprendizagem de professores que atuam na EJA, possibilitando aprendizagens potencialmente expansivas e encaminhando-os para práticas de ensino que atendam às exigências da Cultura da Mobilidade. Como Pesquisa de Desenvolvimento do Trabalho, usou metodologia participante, aplicada e descritiva e realizou uma intervenção formativa transformativa, explorando o Laboratório de Mudanças - LM (VIRKKUNEN & NEWNHAM, 2015), o qual deu-se no contexto do Curso Mobile Learning na EJA, na Cátedra UNESCO EJA/UFPB. Foram realizadas 15 sessões no LM, desterritorializadas (DELEUZE & GUATTARI,1997), envolvendo educadores atuantes em Redes Públicas no Estado da Paraíba. O Curso mencionado abordou a aprendizagem do adulto, mobile learning e novos multiletramentos (ROJO, 2012), com oficinas de música, vídeo e fotografia. O LMS Moodle foi utilizado como ambiente virtual de aprendizagem. As principais dificuldades estiveram impressas na superação das contradições históricas que surgiram ao longo do Ciclo Expansivo. Para comprovação ou refutação da tese, tivemos como fundamentos epistemológicos a Teoria da Atividade (VYGOTSKY, 1978; LEONTIEV, 1978; ENGESTROM,1999, 2014), a Cultura da Mobilidade (LEMOS, 2009), Aprendizagem Expansiva (ENGESTROM, 2016) e Mobile Learning (DAVIS, 1989; LAVE 1992; PRESKY, 2001; TRAXLER, 2008; SHARPLES, 2009). Além destes, abordamos no referencial teórico a Formação de Professores (RAMALHO & NUÑES, 2003; FREIRE, 1967, 1978, 1979, 1981, 1987, 1989,1996) e a Educação de Jovens e Adultos (UNESCO 2000, 2010, 2011, 2012, 2013, 2014, 2015, 2017; IRELAND, 2009, 2012, 2014, 2018). Foi feita análise fenomenológica do LM. A pesquisa originou um novo Sistema de Atividade para o Ensino na EJA, o qual teve os Ciclos de Livre Aprender como resultado. Consideramos a tese inicial confirmada e seus objetivos atendidos. Os Ciclos de Livre Aprender são contínuos, sem fronteiras, mediatizados, expansivos, carregam a Cultura da Mobilidade e estimulam o remix pós-massa. Eles podem atuar como farol em caminhos a serem trilhados em comunhão entre alunos e professores, na busca por conquistar processos educativos que se propaguem para toda a vida de qualquer sujeito adulto que se reconheça como aprendente, com alcance de conhecimentos ilimitados. 2021-07-16T17:03:36Z 2021-07-16T17:03:36Z 2021-02-25 doctoralThesis DIAS, Daniele dos Santos Ferreira. Mobile learning na Educação de Jovens e Adultos: adoção de dispositivos móveis na atividade docente. 2021. 252f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2021. https://repositorio.ufrn.br/handle/123456789/32901 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO |