Uma visão da complexidade sobre o uso das tecnologias digitais em vivências formativas no Sesc SP
Autor(a) principal: | |
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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 |
Resumo: | 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 |
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Hessel, Ana Maria Di Gradohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4388119J4Oliveira, Werley Carlos de2018-11-27T11:18:53Z2018-09-27Oliveira, Werley Carlos de. Uma visão da complexidade sobre o uso das tecnologias digitais em vivências formativas no Sesc SP. 2018. 146 f. Tese (Doutorado em Tecnologias da Inteligência e Design Digital) - Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/21643This 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 researchEste trabalho, realizado no período de 2014 a 2018, relata a experiência de uma investigação com a abordagem pesquisa-ação, uma vez que os procedimentos metodológicos fizeram parte do caminho percorrido na praxe de atuação profissional do pesquisador. Dessa maneira, assumiu a perspectiva central para o desenvolvimento da investigação proposta. O estudo procurou mapear os aspectos emergentes da vivência formativa dos funcionários do Serviço Social do Comércio de São Paulo – Sesc SP, com o objetivo de entender como se dá a incorporação das Tecnologias Digitais de Informação e Comunicação na educação institucional. Para fundamentar a investigação, foi construído um olhar analítico e reflexivo a partir dos estudiosos sobre educação e cultura, educação corporativa, recursos humanos e os respectivos resultados em ações educacionais. Foi utilizada, principalmente, a Teoria da Complexidade dos autores Edgar Morin, Fritjof Capra, Humberto Maturana e Francisco Varela, a fim de analisar a viabilidade do conceito de trilha de aprendizagem no ambiente virtual do Sesc SP, para o desenvolvimento de competências profissionais. A pesquisa considera que as ações educacionais devem ser desenvolvidas para um público específico, e por esse motivo foi delimitada ao quadro de funcionários da instituição, correlacionando-os com as faixas etárias dentro do contexto de gerações e as suas respectivas áreas de atuação. As descobertas esclareceram que o uso das tecnologias digitais educacionais desvelou uma nova dinâmica de formação, na qual um modelo colaborativo passa a enriquecer o processo de ensino e aprendizagem. A gestão do conhecimento institucional com ênfase no processo de aprendizagem direcionado para o aluno passou a substituir o antigo modelo educacional praticado que tinha o professor como centro. Novos indicadores de aprendizagem e processos podem ser elaborados e definidos com base nessa pesquisaapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/47394/Werley%20Carlos%20de%20Oliveira.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Tecnologias da Inteligência e Design DigitalPUC-SPBrasilFaculdade de Ciências Exatas e TecnologiaAprendizagemTecnologias digitaisComplexidadeLearningDigital technologiesComplexityCNPQ::ENGENHARIASUma visão da complexidade sobre o uso das tecnologias digitais em vivências formativas no Sesc SPA view of the complexity on the use of digital technologies in formative experiences in Sesc SPinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTWerley Carlos de Oliveira.pdf.txtWerley Carlos de Oliveira.pdf.txtExtracted texttext/plain293209https://repositorio.pucsp.br/xmlui/bitstream/handle/21643/4/Werley%20Carlos%20de%20Oliveira.pdf.txtf299d2720d1f587c0e1eb6b428aa206dMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Uma visão da complexidade sobre o uso das tecnologias digitais em vivências formativas no Sesc SP |
dc.title.alternative.eng.fl_str_mv |
A view of the complexity on the use of digital technologies in formative experiences in Sesc SP |
title |
Uma visão da complexidade sobre o uso das tecnologias digitais em vivências formativas no Sesc SP |
spellingShingle |
Uma visão da complexidade sobre o uso das tecnologias digitais em vivências formativas no Sesc SP Oliveira, Werley Carlos de Aprendizagem Tecnologias digitais Complexidade Learning Digital technologies Complexity CNPQ::ENGENHARIAS |
title_short |
Uma visão da complexidade sobre o uso das tecnologias digitais em vivências formativas no Sesc SP |
title_full |
Uma visão da complexidade sobre o uso das tecnologias digitais em vivências formativas no Sesc SP |
title_fullStr |
Uma visão da complexidade sobre o uso das tecnologias digitais em vivências formativas no Sesc SP |
title_full_unstemmed |
Uma visão da complexidade sobre o uso das tecnologias digitais em vivências formativas no Sesc SP |
title_sort |
Uma visão da complexidade sobre o uso das tecnologias digitais em vivências formativas no Sesc SP |
author |
Oliveira, Werley Carlos de |
author_facet |
Oliveira, Werley Carlos de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Hessel, Ana Maria Di Grado |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4388119J4 |
dc.contributor.author.fl_str_mv |
Oliveira, Werley Carlos de |
contributor_str_mv |
Hessel, Ana Maria Di Grado |
dc.subject.por.fl_str_mv |
Aprendizagem Tecnologias digitais Complexidade |
topic |
Aprendizagem Tecnologias digitais Complexidade Learning Digital technologies Complexity CNPQ::ENGENHARIAS |
dc.subject.eng.fl_str_mv |
Learning Digital technologies Complexity |
dc.subject.cnpq.fl_str_mv |
CNPQ::ENGENHARIAS |
description |
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 |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-11-27T11:18:53Z |
dc.date.issued.fl_str_mv |
2018-09-27 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Oliveira, Werley Carlos de. Uma visão da complexidade sobre o uso das tecnologias digitais em vivências formativas no Sesc SP. 2018. 146 f. Tese (Doutorado em Tecnologias da Inteligência e Design Digital) - Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/21643 |
identifier_str_mv |
Oliveira, Werley Carlos de. Uma visão da complexidade sobre o uso das tecnologias digitais em vivências formativas no Sesc SP. 2018. 146 f. Tese (Doutorado em Tecnologias da Inteligência e Design Digital) - Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
url |
https://tede2.pucsp.br/handle/handle/21643 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.publisher.program.fl_str_mv |
Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital |
dc.publisher.initials.fl_str_mv |
PUC-SP |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Ciências Exatas e Tecnologia |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.source.none.fl_str_mv |
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