Hipertexto: um novo ressignificado da prática pedagógica

• Autor(a) principal: Camargo, Cláudia Coelho Hardagh
• Data de Publicação: 2003
• 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/27825
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO; Sistema hipertexto; Tecnologia da informação; Prática de ensino

The present study has the purpose to analyze the use of the Technologies of Information and Communication (TIC) at the scholastic practice, specifically the construction of hypertext as part of the learning process as well as its respective consequences in the students' cognitive development. To ·do so, I researched the use of the technology during History classes in 2001 and in 2002. The relevance of this thesis is narrowly linked to the importance of the use of the New Technologies of Information and Communication to the Education, and the new pedagogical possibilities demanded in the information society. The theoretical basis used for this study is anchored in two lines: the complex theory of the education by Edgar Morin, and the (regular I methodical) 3 vision in the cognitive ecology by Pierry Lévy. From these two lines, I started analyzing the students' actions and productions to identify the hypertextual characteristics studied by Levy and how these characteristics are present in Morin's thoughts, pointing out the necessity to connect the subjects and to renew the learning process. The analysis results evinced the particularities of the digital environment - hypermedia and hypertexto - in the construction of knowledge, empowering abilities and relevant competencies to the information society and knowledge, for instance: autonomy, creativity, reflection and cooperation. However, during the study it was ascertained that all the possibilities to renew, in the perspective the Edgard Morin, the teaching practice do no depend on the infra-structure offered by the school, but they depend on willing professionals to change their educational view, contextualizing their actions and redirecting the educator's role from and information controller to an individual and collective mediator of the school knowledge construction