Uma visão da complexidade sobre o uso das tecnologias digitais em vivências formativas no Sesc SP

• Autor(a) principal: Oliveira, Werley Carlos de
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/21643
• topic: Aprendizagem; Tecnologias digitais; Complexidade; Learning; Digital technologies; Complexity; CNPQ::ENGENHARIAS

This work, carried out in the period from 2014 to 2018, reports the experience of an investigation with the research-action approach, since the methodological procedures were part of the path taken in the practice of the researcher's professional practice. In this way, it assumed the central perspective for the development of the proposed research. The study sought to map emerging aspects of the formative experience of the employees of the Social Service of Commerce of São Paulo - Sesc SP, in order to understand how the incorporation of Digital Technologies of Communication and Information in institutional education takes place. To substantiate the research, an analytical and reflective view was built from the scholars on education and culture, corporate education, human resources and the respective results in educational actions. It was used mainly the Complexity Theory of the authors Edgar Morin, Fritjof Capra, Humberto Maturana and Francisco Varela, in order to analyze the viability of the concept of learning tracks in the virtual environment of Sesc SP, for the development of professional competences. The research considers that the educational actions should be developed for a specific audience, so it was delimited to the staff of the Institution, correlating them with the age groups within the context of generations and their respective areas of activity. The findings clarified that the use of digital educational technologies unveiled a new training dynamic, in which a collaborative model began to enrich the teaching and learning process. The management of institutional knowledge with emphasis on the learning process directed to the student began to replace the old educational model practiced that had the teacher as a center. New learning indicators and processes could be drawn up and defined based on this research