DIGITAL TECHNOLOGY IN HIGHER EDUCATION: How do we address the obstacles?

Detalhes bibliográficos
Autor(a) principal: Schuhmacher, Vera Rejane Niedersberg
Data de Publicação: 2023
Outros Autores: SCHUHMACHER, ELCIO
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Exitus
Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2205
Resumo: Knowledge represents a historical need of man in the process of mastering and transforming nature, because of its constant construction, it transforms society, improving the way we live and coexist with nature. Gaston Bachelard focused on the development of scientific knowledge and the need to overcome epistemological obstacles, which are considered obstacles at the heart of the very act of knowing. Digital technology has transformed society's daily life with new habits, new cultures, new ways of learning and teaching communication. But very little has been discussed about its curricular insertion in the context of Higher Education. The research presented here aims to identify the epistemological and didactic obstacles faced by Higher Education teachers in the curricular insertion of Digital Information and Communication Technologies. The research is qualitative in nature and involved the technique of an online questionnaire survey and a semi-structured interview applied to Professors from the Universidade do Sul de Santa Catarina. The results of the analysis point to a teacher aware of the importance and potential of TDICs, experienced in using them in specific activities, but not always possessing the necessary knowledge to use TDICs in teaching situations. The construction of knowledge is distant from the formal training of the teacher, which makes it possible to build knowledge based on common sense and little subject to criticism. Structural obstacles and didactic obstacles were identified in the analysis of the insertion of TDIC in teaching practice, which tend to obstruct the teacher's didactic planning.
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spelling DIGITAL TECHNOLOGY IN HIGHER EDUCATION: How do we address the obstacles? TECNOLOGÍA DIGITAL EN LA EDUCACIÓN SUPERIOR Cómo enfrentamos los obstáculos?TECNOLOGIA DIGITAL NA EDUCAÇÃO SUPERIOR: Como enfrentamos os obstáculos? Como enfrentamos os obstáculos? Tecnologia digital da informação e comunicaçãoObstáculo didáticoEnsino SuperiorObstáculo epistemológicoKnowledge represents a historical need of man in the process of mastering and transforming nature, because of its constant construction, it transforms society, improving the way we live and coexist with nature. Gaston Bachelard focused on the development of scientific knowledge and the need to overcome epistemological obstacles, which are considered obstacles at the heart of the very act of knowing. Digital technology has transformed society's daily life with new habits, new cultures, new ways of learning and teaching communication. But very little has been discussed about its curricular insertion in the context of Higher Education. The research presented here aims to identify the epistemological and didactic obstacles faced by Higher Education teachers in the curricular insertion of Digital Information and Communication Technologies. The research is qualitative in nature and involved the technique of an online questionnaire survey and a semi-structured interview applied to Professors from the Universidade do Sul de Santa Catarina. The results of the analysis point to a teacher aware of the importance and potential of TDICs, experienced in using them in specific activities, but not always possessing the necessary knowledge to use TDICs in teaching situations. The construction of knowledge is distant from the formal training of the teacher, which makes it possible to build knowledge based on common sense and little subject to criticism. Structural obstacles and didactic obstacles were identified in the analysis of the insertion of TDIC in teaching practice, which tend to obstruct the teacher's didactic planning.El conocimiento representa una necesidad histórica del hombre en el proceso de dominio y transformación de la naturaleza, por su constante construcción, transforma la sociedad, mejorando la forma en que vivimos y convivimos con la naturaleza. Gaston Bachelard se centró en el desarrollo del conocimiento científico y la necesidad de superar los obstáculos epistemológicos. La tecnología digital ha transformado el día a día de la sociedad con nuevos hábitos, nuevas culturas, nuevas formas de aprender y enseñar a comunicar. Pero muy poco se ha discutido sobre su inserción curricular en el contexto de la Educación Superior. La investigación que aquí se presenta tiene como objetivo identificar los obstáculos epistemológicos y didácticos que enfrentan los docentes de Educación Superior en la inserción curricular de las Tecnologías Digitales de la Información y la Comunicación. La investigación es de naturaleza cualitativa e involucró la técnica de encuesta de cuestionario en línea y entrevista semiestructurada aplicada a profesores de la Universidad del Sur de Santa Catarina. Los resultados del análisis apuntan a un docente consciente de la importancia y el potencial de las TDIC, experimentado en su uso en actividades específicas, pero no siempre en posesión de los conocimientos necesarios para utilizar las TDIC en situaciones de enseñanza. La construcción del conocimiento está alejada de la formación formal del docente, lo que posibilita construir conocimientos basados ​​en el sentido común y poco sujetos a la crítica. Obstáculos estructurales y obstáculos didácticos fueron identificados en el análisis en la inserción de las TDIC en la práctica docente, que tienden a entorpecer la planificación didáctica del profesor.O conhecimento representa uma necessidade histórica do homem no processo de domínio e transformação da natureza, por sua construção constante transforma a sociedade aprimorando a forma como vivemos e convivemos com a natureza. Gaston Bachelard debruçou-se sobre o desenvolvimento do conhecimento científico e na necessidade de superar os obstáculos epistemológicos considerados entraves no âmago do próprio ato de conhecer. A tecnologia digital tem transformado o dia a dia da sociedade com novos hábitos, novas culturas, novas formas de comunicação de aprender e ensinar. Mas muito pouco se tem discutido sobre a sua inserção curricular no contexto do Ensino Superior. A investigação aqui apresentada tem por objetivo identificar os obstáculos epistemológicos e didáticos enfrentados pelos docentes do Ensino Superior na inserção curricular das Tecnologias Digitais da Informação e Comunicação. A pesquisa é de natureza qualitativa e envolveu a técnica de inquérito por questionário on-line e da entrevista semiestruturada aplicado com docentes da Universidade do Sul de Santa Catarina. Os resultados da análise apontam para um professor consciente da importância e da potencialidade das TDICs, experiente no uso em atividades específicas, mas nem sempre possuidor do conhecimento necessário para lançar mão das TDICs em situações de ensino. A construção do conhecimento se faz distante da formação formal do professor, o que oportuniza a construção de um conhecimento baseado no senso comum e pouco sujeito a críticas. Identificaram-se na análise obstáculos estruturais e obstáculos didáticos na inserção das TDICs na prática docente, os quais tendem a obstruir o planejamento didático do professor.    Universidade Federal do Oeste do Pará/UFOPA2023-03-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/220510.24065/2237-9460.2023v13n1ID2205Revista Exitus; v. 13 (2023); e0230222237-9460reponame:Revista Exitusinstname:Universidade Federal do Oeste do Pará (UFOPA)instacron:UFOPAporhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2205/1390Copyright (c) 2023 Vera Rejane Niedersberg Schuhmacher, ELCIO SCHUHMACHERhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSchuhmacher, Vera Rejane NiedersbergSCHUHMACHER, ELCIO2023-02-22T14:59:22Zoai:ojs.pkp.sfu.ca:article/2205Revistahttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/indexPUBhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/oai||revistaicedufopa@gmail.com2237-94602236-2983opendoar:2024-01-24T12:48:33.646422Revista Exitus - Universidade Federal do Oeste do Pará (UFOPA)false
dc.title.none.fl_str_mv DIGITAL TECHNOLOGY IN HIGHER EDUCATION: How do we address the obstacles?
TECNOLOGÍA DIGITAL EN LA EDUCACIÓN SUPERIOR Cómo enfrentamos los obstáculos?
TECNOLOGIA DIGITAL NA EDUCAÇÃO SUPERIOR: Como enfrentamos os obstáculos?
Como enfrentamos os obstáculos?
title DIGITAL TECHNOLOGY IN HIGHER EDUCATION: How do we address the obstacles?
spellingShingle DIGITAL TECHNOLOGY IN HIGHER EDUCATION: How do we address the obstacles?
Schuhmacher, Vera Rejane Niedersberg
Tecnologia digital da informação e comunicação
Obstáculo didático
Ensino Superior
Obstáculo epistemológico
title_short DIGITAL TECHNOLOGY IN HIGHER EDUCATION: How do we address the obstacles?
title_full DIGITAL TECHNOLOGY IN HIGHER EDUCATION: How do we address the obstacles?
title_fullStr DIGITAL TECHNOLOGY IN HIGHER EDUCATION: How do we address the obstacles?
title_full_unstemmed DIGITAL TECHNOLOGY IN HIGHER EDUCATION: How do we address the obstacles?
title_sort DIGITAL TECHNOLOGY IN HIGHER EDUCATION: How do we address the obstacles?
author Schuhmacher, Vera Rejane Niedersberg
author_facet Schuhmacher, Vera Rejane Niedersberg
SCHUHMACHER, ELCIO
author_role author
author2 SCHUHMACHER, ELCIO
author2_role author
dc.contributor.author.fl_str_mv Schuhmacher, Vera Rejane Niedersberg
SCHUHMACHER, ELCIO
dc.subject.por.fl_str_mv Tecnologia digital da informação e comunicação
Obstáculo didático
Ensino Superior
Obstáculo epistemológico
topic Tecnologia digital da informação e comunicação
Obstáculo didático
Ensino Superior
Obstáculo epistemológico
description Knowledge represents a historical need of man in the process of mastering and transforming nature, because of its constant construction, it transforms society, improving the way we live and coexist with nature. Gaston Bachelard focused on the development of scientific knowledge and the need to overcome epistemological obstacles, which are considered obstacles at the heart of the very act of knowing. Digital technology has transformed society's daily life with new habits, new cultures, new ways of learning and teaching communication. But very little has been discussed about its curricular insertion in the context of Higher Education. The research presented here aims to identify the epistemological and didactic obstacles faced by Higher Education teachers in the curricular insertion of Digital Information and Communication Technologies. The research is qualitative in nature and involved the technique of an online questionnaire survey and a semi-structured interview applied to Professors from the Universidade do Sul de Santa Catarina. The results of the analysis point to a teacher aware of the importance and potential of TDICs, experienced in using them in specific activities, but not always possessing the necessary knowledge to use TDICs in teaching situations. The construction of knowledge is distant from the formal training of the teacher, which makes it possible to build knowledge based on common sense and little subject to criticism. Structural obstacles and didactic obstacles were identified in the analysis of the insertion of TDIC in teaching practice, which tend to obstruct the teacher's didactic planning.
publishDate 2023
dc.date.none.fl_str_mv 2023-03-20
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2205
10.24065/2237-9460.2023v13n1ID2205
url https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2205
identifier_str_mv 10.24065/2237-9460.2023v13n1ID2205
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2205/1390
dc.rights.driver.fl_str_mv Copyright (c) 2023 Vera Rejane Niedersberg Schuhmacher, ELCIO SCHUHMACHER
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Vera Rejane Niedersberg Schuhmacher, ELCIO SCHUHMACHER
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Oeste do Pará/UFOPA
publisher.none.fl_str_mv Universidade Federal do Oeste do Pará/UFOPA
dc.source.none.fl_str_mv Revista Exitus; v. 13 (2023); e023022
2237-9460
reponame:Revista Exitus
instname:Universidade Federal do Oeste do Pará (UFOPA)
instacron:UFOPA
instname_str Universidade Federal do Oeste do Pará (UFOPA)
instacron_str UFOPA
institution UFOPA
reponame_str Revista Exitus
collection Revista Exitus
repository.name.fl_str_mv Revista Exitus - Universidade Federal do Oeste do Pará (UFOPA)
repository.mail.fl_str_mv ||revistaicedufopa@gmail.com
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