CAMINHOS PARA FORMAÇÃO E ATUAÇÃO DOCENTE: UM ESTUDO SOBRE ESTUDANTES CONCLUINTES E EGRESSOS DE UM CURSO DE PEDAGOGIA EAD

• Autor(a) principal: OLIVEIRA, SIMONE APARECIDA POSSARLI
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da METODISTA
• Texto Completo: http://tede.metodista.br/jspui/handle/tede/1779
• topic: Educação a Distância; Tecnologias digitais de informação e comunicação; Estudantes egressos e concluintes; Educação a Distância; Tecnologias digitais de informação e comunicação; Estudantes egressos e concluintes; Distance Education; Information and Communication Technology; Graduated and Graduating Students; Distance Education; Information and Communication Technology; Graduated and Graduating Students; CIENCIAS HUMANAS::EDUCACAO; CIENCIAS HUMANAS::EDUCACAO

This study aims at reflecting on the pedagogical practice of graduating and graduated students from a Pedagogy course in Distance Education (DE) which seeks to answer the research problem "What perceptions emerge about the teaching practice when we reflect upon the formative trajectory permeated by the digital technologies of information and communication in the teaching-learning processes?". The main objective of this research focuses on identifying, from the students' narratives, if the fact that the Pedagogue is graduated in the distance modality, made this teacher a user of the technologies. The specific objectives, based on the experiences described, are to analyze the possible relations between education and technologies and their unfolding in pedagogical practice, contextualize distance education in the scenario of intense presence of ICT in the society, identify which practices with Information and Communication Technology (ICT) the egress develops with the use of the ICT and to demonstrate if the technology, as a mediating element during teacher training, guarantees the use of this tool in their pedagogical practice. It is a qualitative research of an investigative nature, elaborated in the narrative and autobiographical modality and supported in the hermeneutic-phenomenological approach for the interpretation of the narratives, from the experiences lived and narrated. This study is based both on the narrative inquiry of Clandinin and Connelly (2015) and Josso (2010), and on the theoretical principles of the biographical approach of Delory-Momberger (2012), Passeggi (2011), Azevedo (2015). For the interpretation of the narratives the hermeneutic-phenomenological approach from the studies of Maximina Freire (2010, 2012) has been used. The theoretical framework also presents discussions about the use of Information and Communication Technology (ICT) and Education from the following authors: Kensky (2004, 2005, 2010), Moran (1999, 2000, 2004, 2009). Authors such as Pretto et al. (2012) and Demo (2009, 2011) legitimize aspects of teacher education. The material for the analysis was composed of autobiographical sources produced by graduating and graduated students, based on their own narratives about formative trajectory and teaching practice. From these narratives the themes emerged and, when interpreted, they enabled us to reflect upon the conscious and critical use of digital information and communication technologies in their pedagogical practice and in their continuing education.