O design thinking e as tecnologias digitais na formação inicial de professores: em busca de uma licenciatura ativa

• Autor(a) principal: Lasakoswitsck, Ronaldo
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
• Texto Completo: http://bibliotecatede.uninove.br/handle/tede/2958
• topic: formação inicial; metodologia de aprendizagem ativa; design thinking; tecnologias digitais de informação e comunicação; curso de licenciatura; initial formation; active learning methodology; design thinking; digital information and communication technologies; graduation; formación inicial; metodología de aprendizaje activo; el pensamiento de diseño; digitales de la información y la comunicación; graduación; CIENCIAS HUMANAS::EDUCACAO

This research is linked to the Doctoral Program in Education at Universidade Nove de Julho (PPGE/Uninove), specifically, to the Popular Education and Cultures Research Line (LIPEPCULT). The main question that guided this investigation was to understand how the exposure of undergraduate course students to active learning methodologies (ALM) such as Design Thinking (DT) supported by Digital Information and Communication Technologies (DICT) during initial teacher education would present noticeable changes in attitudinal skills.Thus considered, after going through the theoretical and practical learning experience containing ALM and DICT, would students consider using ALM and DICT when becoming teachers of Basic Education? The central hypothesis that emerged was that the offer of ALM and DICT during initial training in the undergraduate course would promote their conscious use in the exercise of the future profession of students. In this sense, the general objective of this investigation was to analyze whether the Design Thinking methodology, which is considered an ALM, supported by the DICT, contributed to the expansion of autonomy and praxis (know-how) of undergraduate course students during the process. initial training. The specific objectives sought to understand the facilitators and obstacles to the use of ALM and DICT after entering the undergraduate degree course; to find out if the use of ALM and DICT during initial graduation training promotes the development of autonomy and praxis; and verifying through the testimonies, whether the use of ALM and DICT during initial training contributes for them to use them in their pedagogical practices. Theoretical contributions were Gatti (2016), Alarcão (2003), Zabala (1988) and Libâneo (2004) in teacher education; Moran (2015), Bacich (2018), Terçariol (2020), Dewey (1973, 1976, 1991, 2020, 2007) and Freire (1970, 2000, 2010, 2013, 2017) in the MAA and Lévy (1999), Moran (2015), Bacich (2018) and Terçariol (2020a) in the TDIC. The research methodology was based on qualitative research supported by an investigative case study research. Questionnaires were created, via Google Form, for students and teachers of undergraduate courses (Pedagogy and Biological Sciences). In order to support the theoretical framework and confirm the importance of ALM and DICT in the degree course, open questions were sent via Google Form to specialists in ALM, DICT and DT studies. The closed questions and Likert scale revealed the profile and preferences of the participants. The open questions were described in categories, and from them emerged words and speeches that were analyzed by the free statistical and textual corpus analysis program IRAMUTEQ through similarity analysis. These data were compared and supported by theoretical references and experts who discuss teacher training, the use of DICT, ALM and DT. The results showed that there is a promising path towards an active licensure in initial teacher education. It was found that the DICT-supported DT collaborated with these changes. Dialogical comparisons brought to light the perceptions of otherness in the categories of autonomy (Dewey) and praxis (Freire); perceptions that would lead students to consider the use of learning in their future practices, meeting an active degree.