Tecnologias móveis para formação docente : validação de um instrumento de identificação de vulnerabilidade digital

• Main Author: Alves, Manoel Messias Santos
• Publication Date: 2023
• Format: Doctoral thesis
• Language: por
• Source: Repositório Institucional da UFS
• Download full: http://ri.ufs.br/jspui/handle/riufs/17609
• topic: Ensino de educação; Formação de professores; Sergipe; Tecnologias educacionais; Inovações educacionais; Pandemia de COVID-19; Educação permanente; Ensino remoto emergencial; Validação de conteúdo; Cultura e vulnerabilidade digital; Formação continuada; Apropriação tecnológica digital; Emergency remote teaching; Content validation; Culture and digital vulnerability; Continuing education; Digital technological appropriation; CIENCIAS HUMANAS::EDUCACAO

During the period of social physical distancing, a consequence of the pandemic scenario, the integration of technologies into everyday life has become an important strategy to guarantee the maintenance and access to essential services, especially in the educational field, through Emergency Remote Teaching. The general objective of this thesis corresponded to validating a research instrument through the support of professors/researchers who work and/or develop studies related to the use of digital technologies and teacher training. Among the specific objectives, we seek to reflect on the results of research on the subject of teacher training and the use of digital technologies through a systematic review of the literature, as well as to identify teacher training processes related to the applicability of technologies in the school context of the network state of education in Sergipe, and describe aspects of students' digital culture and teaching practices during remote teaching. In order to meet the proposed objectives, in addition to the qualitative textual analyses, this study also focused on the reflection of didactic intervention in the face of digital vulnerability indicators. The research presents a quantitative and qualitative approach and descriptive character, using the method of multiple case studies, through semi-structured interviews with professors in the areas of Natural Sciences and its Technologies and Languages and its Technologies, the target audience of this study. The main qualitative analysis technique of textual data used was content analysis, from the perspective of Bardin (2016), supported by the use of statistical textual software IRAMUTEQ. In addition to these teachers, the study had the participation of other collaborators, specifically, teachers/researchers, health professionals and students enrolled in the 3rd year of high school. Among the methodological stages covered, the Digital Vulnerability Identification Questionnaire (Q-IVD) was initially developed and validated, as well as its pilot application with the public of 147 students, which verified the internal consistency of this instrument through the Cronbach's alpha coefficient 0.821. With regard to case studies, 17 teachers participated who worked during emergency remote teaching, in different schools and regional teaching boards. The transcribed verbal material referring to the narratives of these collaborators constituted the research corpus, which was submitted to tests and data processing in IRAMUTEQ, mainly by Descending Hierarchical Classification, with use of 91.91% of the text segments, thus allowing the representation graphic with two partitions and six interrelated classes based on the lexical approximation of the record and context units, which in the content analysis, these classes and divisions were classified into two general categories and six intermediate categories. It was found in this study that most students remain constantly connected to the internet every day during the week, with the main purpose of accessing social networks and all of them demonstrated at least some degree of digital vulnerability, with a predominance of mild and moderate levels. . In addition, we also saw that teachers had a series of difficulties and challenges to work in remote teaching, mainly due to the lack of training focused on digital appropriation. However, participants reported having sought on their own, knowledge related to the pedagogical use of digital technologies, to work in this emergency teaching format, thus demonstrating protagonism and autonomy for self-training.