Technologies in school and continuing teacher education

Detalhes bibliográficos
Autor(a) principal: Sá, Ricardo Antunes de
Data de Publicação: 2014
Outros Autores: Endlish, Estela
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/15010
Resumo: Presents the preliminary results of systematic research undertaken in the schools of the Municipal Education Network Curitiba – RME, where we investigated on the knowledge acquired by teachers in continuing education courses and resources integration of digital technologies in school in from 2011 to 2012. The theoretical framework used was: André (2013), Lüdke and André (1986), Castells (2003), Kenski (2007, 2010, 2013), Lemos and Lévy (2012), Marcelo (2009), Moran (2002, 2011) Sancho (2002),Santaella (2003, 2007), Recuero (2012). The results indicated the need for a concept of continuing education that fosters theoretical and methodological elements that support the critical and purposeful integration of digital technology resources for educational practice. We must move towards a more effective dialogue weave between content knowledge, episteme and the means (and their languages) conveyed by digital technologies.
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spelling Technologies in school and continuing teacher educationLas tecnologías digitales y la formación continua de los docentesTecnologias digitais e formação continuada de professoresEducation. Technology school. Continuing teacher education.Tecnología de la educación en la escuela. Formación continua de los docentes.Educação. Tecnologia na escola. Formação continuada de professores.Presents the preliminary results of systematic research undertaken in the schools of the Municipal Education Network Curitiba – RME, where we investigated on the knowledge acquired by teachers in continuing education courses and resources integration of digital technologies in school in from 2011 to 2012. The theoretical framework used was: André (2013), Lüdke and André (1986), Castells (2003), Kenski (2007, 2010, 2013), Lemos and Lévy (2012), Marcelo (2009), Moran (2002, 2011) Sancho (2002),Santaella (2003, 2007), Recuero (2012). The results indicated the need for a concept of continuing education that fosters theoretical and methodological elements that support the critical and purposeful integration of digital technology resources for educational practice. We must move towards a more effective dialogue weave between content knowledge, episteme and the means (and their languages) conveyed by digital technologies.Presenta los resultados preliminares de la investigación sistemática realizadas en las escuelas de la Red de Educación Municipal de Curitiba – RME, donde se investigó en los conocimientos adquiridos por los profesores en cursos de educación continua y la integración de los recursos de las tecnologías digitales en la escuela en2011-2012. El marco teórico utilizado fue: André (2013), Lüdke y André (1986), Castells (2003), Kenski (2007, 2010, 2013), Lemos y Lévy (2012), Marcelo (2009), Moran (2002, 2011), Sancho (2002), Santaella (2003, 2007), Recuero (2012). Los resultados indicaron la necesidad de un concepto de educación continua que fomenta elementos teóricos y metodológicos que apoyan la integración crítica y propositiva de los recursos de tecnología digital para la práctica educativa. Debemos avanzar hacia un tejido diálogo más eficaz entre el conocimiento del contenido, episteme y los medios (y sus lenguas) ser entregados por las tecnologías digitales.Apresenta-se a sistematização de resultados preliminares de pesquisa empreendida junto às escolas da Rede Municipal de Educação de Curitiba – RME, onde se investigaram os conhecimentos adquiridos pelos professores nos cursos de formação continuada e a integração dos recursos das tecnologias digitais na escola no período de 2011 a 2012. O quadro teórico utilizado foi: André (2013), Lüdke e André (1986), Castells (2003), Kenski (2007, 2010, 2013), Lemos e Lévy (2012), Marcelo (2009), Moran (2002, 2011), Sancho (2002), Santaella (2003, 2007), Recuero (2012). Os resultados apontaram para a necessidade de uma concepção de formação continuada que propicie elementos teóricos e metodológicos que fundamentem a integração crítica e propositiva dos recursos tecnológicos digitais à prática educativa. É preciso avançar no sentido de tecer um diálogo mais efetivo entre o conteúdo, o conhecimento, a episteme e os meios (e suas linguagens) veiculados pelas tecnologiasdigitais.Editora da PUCRS - ediPUCRS2014-03-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/1501010.15448/1981-2582.2014.1.15010Educação; Vol. 37 No. 1 (2014): Dossier: Teaching, cultural and human formation processes; 63-71Educação; Vol. 37 Núm. 1 (2014): Dosier: Enseñanza, procesos culturales y formación humana; 63-71Educação; v. 37 n. 1 (2014): Dossiê - Docência, processos culturais e formação humana; 63-711981-25820101-465X10.15448/1981-2582.2014.1reponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/15010/10926Sá, Ricardo Antunes deEndlish, Estelainfo:eu-repo/semantics/openAccess2015-04-14T15:38:04Zoai:ojs.revistaseletronicas.pucrs.br:article/15010Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2015-04-14T15:38:04Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv Technologies in school and continuing teacher education
Las tecnologías digitales y la formación continua de los docentes
Tecnologias digitais e formação continuada de professores
title Technologies in school and continuing teacher education
spellingShingle Technologies in school and continuing teacher education
Sá, Ricardo Antunes de
Education. Technology school. Continuing teacher education.
Tecnología de la educación en la escuela. Formación continua de los docentes.
Educação. Tecnologia na escola. Formação continuada de professores.
title_short Technologies in school and continuing teacher education
title_full Technologies in school and continuing teacher education
title_fullStr Technologies in school and continuing teacher education
title_full_unstemmed Technologies in school and continuing teacher education
title_sort Technologies in school and continuing teacher education
author Sá, Ricardo Antunes de
author_facet Sá, Ricardo Antunes de
Endlish, Estela
author_role author
author2 Endlish, Estela
author2_role author
dc.contributor.author.fl_str_mv Sá, Ricardo Antunes de
Endlish, Estela
dc.subject.por.fl_str_mv Education. Technology school. Continuing teacher education.
Tecnología de la educación en la escuela. Formación continua de los docentes.
Educação. Tecnologia na escola. Formação continuada de professores.
topic Education. Technology school. Continuing teacher education.
Tecnología de la educación en la escuela. Formación continua de los docentes.
Educação. Tecnologia na escola. Formação continuada de professores.
description Presents the preliminary results of systematic research undertaken in the schools of the Municipal Education Network Curitiba – RME, where we investigated on the knowledge acquired by teachers in continuing education courses and resources integration of digital technologies in school in from 2011 to 2012. The theoretical framework used was: André (2013), Lüdke and André (1986), Castells (2003), Kenski (2007, 2010, 2013), Lemos and Lévy (2012), Marcelo (2009), Moran (2002, 2011) Sancho (2002),Santaella (2003, 2007), Recuero (2012). The results indicated the need for a concept of continuing education that fosters theoretical and methodological elements that support the critical and purposeful integration of digital technology resources for educational practice. We must move towards a more effective dialogue weave between content knowledge, episteme and the means (and their languages) conveyed by digital technologies.
publishDate 2014
dc.date.none.fl_str_mv 2014-03-19
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://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/15010
10.15448/1981-2582.2014.1.15010
url https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/15010
identifier_str_mv 10.15448/1981-2582.2014.1.15010
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/15010/10926
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Educação; Vol. 37 No. 1 (2014): Dossier: Teaching, cultural and human formation processes; 63-71
Educação; Vol. 37 Núm. 1 (2014): Dosier: Enseñanza, procesos culturales y formación humana; 63-71
Educação; v. 37 n. 1 (2014): Dossiê - Docência, processos culturais e formação humana; 63-71
1981-2582
0101-465X
10.15448/1981-2582.2014.1
reponame:Educação
instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
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instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron_str PUC_RS
institution PUC_RS
reponame_str Educação
collection Educação
repository.name.fl_str_mv Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
repository.mail.fl_str_mv editora.periodicos@pucrs.br||reveduc@pucrs.br
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