A formação de alunos autores em projeto integrado e o uso de TDIC: uma análise de prática com alunos de 8º ano

• Autor(a) principal: Galhardo, Adelliane de Latorre
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/23984
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO; Currículo; Autoria; Trabalho por projeto; TDIC; Curriculum; Authorship; Work of Project

This research should be seen in the research pipeline New Technologies in Education, of a graduate program in Education: Pontifícia Universidade Católica de São Paulo Curriculum. The study aims to identify the presence of the student authorship, during its performance in the integrated project development proposed by a private education institution of São Paulo. The research, conducted in the same institution, presents the researcher and teacher’s case about the student's experience developing the project and the survey results prepared by the researcher. We started it with the question: Does the work of integrated projects implemented in the school curriculum help the student's authorship development? Thinking about the theme, it was adopted a theoretical framework directed to the researches about the curriculum, authorship, working with a project and TDIC about a critical perspective. The main interlocutors among others are Freire (1985, 2014), Bacich; Moran (2018), Silva; Silva (2013), and Papert (1986). It was adopted the qualitative methodology (participative) and the data collection was made by a questionnaire and a narrative of the project development. The analysis of data showed evidence of authorship in distinct moments of the project development: starting in its presentation, where hearing channels were opened between the student and the teacher, in the development of the project stages, which enabled the students to express their opinions, change pieces of information with their classmates and teacher, make choices and take decisions that contributed to the project completion. Thus, one may conclude that the experience of an integrated project in the manner that was made can contribute to the student's authorship and, also, to the teacher's pedagogical mediation