A pesquisa brasileira em educação sobre o uso das tecnologias no Ensino Médio no início do século XXI e seu distanciamento da construção da BNCC

Detalhes bibliográficos
Autor(a) principal: Fernandes Junior, Alvaro Martins
Data de Publicação: 2020
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/23738
Resumo: Education is characterized as a protagonist in countries that have set themselves the objective of enhancing the quality of life of their inhabitants. This context points to the urgency of obtaining a quick, authentic and effective return for the intermittency of cycles of poverty and the establishment of objectives that can favor freedom, harmony and progress. In this context this thesis of the Postgraduate Program, Doctorate in Education Curriculum of the Pontifical Catholic University of São Paulo, in the line of Research New Technologies in Education, have as general objective “Analyze how the knowledge produced by national research, in the first two decades of the 21st century, base the arguments for the use of digital technologies in high school in the theoretical conceptions of the Base Nacional Comum Curricular ”. The theoretical basis of this thesis is based especially on the legal frameworks that support BNCC and BNCC itself and the concepts of computational thinking, digital culture and the digital world and “Curriculum”, establishing the connections between these themes. For “Information and Communication Technologies in the view of BNCC” the authors used, among others, the authors: Wing (2006); Chabert (1999); Rushkoff (2010); Negroponte (1995); Almeida (1987; 2007); Almeida and Valente (2016); Dib (1974); Lévy (2000); McLuhan (1962); Castells (2010, 2013); Green (2009); and Costa (2002). The “Curriculum” chapter was based on: Almeida (2019); Arroyo (2013); Gimeno Sacristán (2000); Goodson (1995); Torres Santomé (2013); and Young (2016). For the methodology, we used: Romanowski and Ens (2006); Bardin (2016); Chizzotti (2014); Gil (2008); and Severino (2007). A qualitative study was carried out, exploratory to its objectives, and applied “State of the Art” methodologies as a technique for data collection, and “Content Analysis”, for the analysis of the data obtained. Based on the study carried out, it was concluded that, although the Base places many expectations in relation to the use of technologies in high school, it is not able to convey this explicitly when discussing about it. It was also discovered that, although young people demand a more modern school, they do not know how to react to activities that demand autonomy from them; and that the most successful experiences with technologies were those with well-trained teachers to execute them
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spelling Almeida, Fernando José deFernandes Junior, Alvaro Martins2021-09-24T12:10:38Z2020-03-20Fernandes Junior, Alvaro Martins. A pesquisa brasileira em educação sobre o uso das tecnologias no Ensino Médio no início do século XXI e seu distanciamento da construção da BNCC. 2020. 149 f. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020.https://tede2.pucsp.br/handle/handle/23738Education is characterized as a protagonist in countries that have set themselves the objective of enhancing the quality of life of their inhabitants. This context points to the urgency of obtaining a quick, authentic and effective return for the intermittency of cycles of poverty and the establishment of objectives that can favor freedom, harmony and progress. In this context this thesis of the Postgraduate Program, Doctorate in Education Curriculum of the Pontifical Catholic University of São Paulo, in the line of Research New Technologies in Education, have as general objective “Analyze how the knowledge produced by national research, in the first two decades of the 21st century, base the arguments for the use of digital technologies in high school in the theoretical conceptions of the Base Nacional Comum Curricular ”. The theoretical basis of this thesis is based especially on the legal frameworks that support BNCC and BNCC itself and the concepts of computational thinking, digital culture and the digital world and “Curriculum”, establishing the connections between these themes. For “Information and Communication Technologies in the view of BNCC” the authors used, among others, the authors: Wing (2006); Chabert (1999); Rushkoff (2010); Negroponte (1995); Almeida (1987; 2007); Almeida and Valente (2016); Dib (1974); Lévy (2000); McLuhan (1962); Castells (2010, 2013); Green (2009); and Costa (2002). The “Curriculum” chapter was based on: Almeida (2019); Arroyo (2013); Gimeno Sacristán (2000); Goodson (1995); Torres Santomé (2013); and Young (2016). For the methodology, we used: Romanowski and Ens (2006); Bardin (2016); Chizzotti (2014); Gil (2008); and Severino (2007). A qualitative study was carried out, exploratory to its objectives, and applied “State of the Art” methodologies as a technique for data collection, and “Content Analysis”, for the analysis of the data obtained. Based on the study carried out, it was concluded that, although the Base places many expectations in relation to the use of technologies in high school, it is not able to convey this explicitly when discussing about it. It was also discovered that, although young people demand a more modern school, they do not know how to react to activities that demand autonomy from them; and that the most successful experiences with technologies were those with well-trained teachers to execute themA educação caracteriza-se como protagonista em países que traçaram como objetivo valorizar a qualidade de vida de seus habitantes. Esse contexto aponta para a urgência em se obter rápido retorno, autêntico e efetivo para a intermitência de ciclos de pobreza e a instauração de objetivos que possam favorecer a liberdade, a concórdia e o progresso. É nesta tessitura que se delineia esta tese do Programa de Pós-Graduação, Doutorado em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, na linha de Pesquisa Novas Tecnologias em Educação, que tem por objetivo geral “Analisar de que maneira os conhecimentos produzidos pelas pesquisas nacionais, nas duas primeiras décadas do século XXI, fundamentam os argumentos para o uso de tecnologias digitais no ensino médio nas concepções teóricas da Base Nacional Comum Curricular”. A fundamentação teórica desta tese se alicerça especialmente nos marcos legais que embasam a BNCC e a própria BNCC e os conceitos de pensamento computacional, cultura digital e mundo digital e sobre “Currículo”, estabelecendo as conexões entre esses temas. Para “Tecnologias de Informação e Comunicação na visão da BNCC” foram utilizados, entre outros, os autores: Wing (2006); Chabert (1999); Rushkoff (2010); Negroponte (1995); Almeida (1987; 2007); Almeida e Valente (2016); Dib (1974); Lévy (2000); McLuhan (1962); Castells (2010, 2013); Green (2009); e Costa (2002). O capítulo de “Currículo” fundamentou-se em: Almeida (2019); Arroyo (2013); Gimeno Sacristán (2000); Goodson (1995); Torres Santomé (2013); e Young (2016). Para a metodologia, utilizaram-se: Romanowski e Ens (2006); Bardin (2016); Chizzotti (2014); Gil (2008); e Severino (2007). Foi realizado um estudo qualitativo, exploratório quanto aos seus objetivos, e aplicadas a metodologias “Estado da Arte”, como técnica para coleta de dados, e a “Análise de Conteúdos”, para a análise dos dados obtidos. Baseado no estudo realizado, concluiu-se que, embora a Base deposite muitas expectativas com relação ao uso de tecnologias no ensino médio, ela não consegue transmitir isso explicitamente quando discorre sobre o assunto. Descobriu-se também que, embora os jovens demandem uma escola mais moderna, não sabem reagir a atividades que demandem deles autonomia; e que as experiências com tecnologias mais exitosas foram aquelas com professores bem formados para executá-lasConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/54029/Alvaro%20Martins%20Fernandes%20Junior.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoCurrículoBase Nacional Comum CurricularEnsino MédioTecnologia educacionalCurriculumHigh SchoolEducational technologyCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOA pesquisa brasileira em educação sobre o uso das tecnologias no Ensino Médio no início do século XXI e seu distanciamento da construção da BNCCinfo: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_SPTEXTAlvaro Martins Fernandes Junior.pdf.txtAlvaro Martins Fernandes Junior.pdf.txtExtracted texttext/plain346031https://repositorio.pucsp.br/xmlui/bitstream/handle/23738/4/Alvaro%20Martins%20Fernandes%20Junior.pdf.txt4c538e22c9442d4f5ea4f8981ac7e7e3MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv A pesquisa brasileira em educação sobre o uso das tecnologias no Ensino Médio no início do século XXI e seu distanciamento da construção da BNCC
title A pesquisa brasileira em educação sobre o uso das tecnologias no Ensino Médio no início do século XXI e seu distanciamento da construção da BNCC
spellingShingle A pesquisa brasileira em educação sobre o uso das tecnologias no Ensino Médio no início do século XXI e seu distanciamento da construção da BNCC
Fernandes Junior, Alvaro Martins
Currículo
Base Nacional Comum Curricular
Ensino Médio
Tecnologia educacional
Curriculum
High School
Educational technology
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
title_short A pesquisa brasileira em educação sobre o uso das tecnologias no Ensino Médio no início do século XXI e seu distanciamento da construção da BNCC
title_full A pesquisa brasileira em educação sobre o uso das tecnologias no Ensino Médio no início do século XXI e seu distanciamento da construção da BNCC
title_fullStr A pesquisa brasileira em educação sobre o uso das tecnologias no Ensino Médio no início do século XXI e seu distanciamento da construção da BNCC
title_full_unstemmed A pesquisa brasileira em educação sobre o uso das tecnologias no Ensino Médio no início do século XXI e seu distanciamento da construção da BNCC
title_sort A pesquisa brasileira em educação sobre o uso das tecnologias no Ensino Médio no início do século XXI e seu distanciamento da construção da BNCC
author Fernandes Junior, Alvaro Martins
author_facet Fernandes Junior, Alvaro Martins
author_role author
dc.contributor.advisor1.fl_str_mv Almeida, Fernando José de
dc.contributor.author.fl_str_mv Fernandes Junior, Alvaro Martins
contributor_str_mv Almeida, Fernando José de
dc.subject.por.fl_str_mv Currículo
Base Nacional Comum Curricular
Ensino Médio
Tecnologia educacional
topic Currículo
Base Nacional Comum Curricular
Ensino Médio
Tecnologia educacional
Curriculum
High School
Educational technology
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
dc.subject.eng.fl_str_mv Curriculum
High School
Educational technology
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
description Education is characterized as a protagonist in countries that have set themselves the objective of enhancing the quality of life of their inhabitants. This context points to the urgency of obtaining a quick, authentic and effective return for the intermittency of cycles of poverty and the establishment of objectives that can favor freedom, harmony and progress. In this context this thesis of the Postgraduate Program, Doctorate in Education Curriculum of the Pontifical Catholic University of São Paulo, in the line of Research New Technologies in Education, have as general objective “Analyze how the knowledge produced by national research, in the first two decades of the 21st century, base the arguments for the use of digital technologies in high school in the theoretical conceptions of the Base Nacional Comum Curricular ”. The theoretical basis of this thesis is based especially on the legal frameworks that support BNCC and BNCC itself and the concepts of computational thinking, digital culture and the digital world and “Curriculum”, establishing the connections between these themes. For “Information and Communication Technologies in the view of BNCC” the authors used, among others, the authors: Wing (2006); Chabert (1999); Rushkoff (2010); Negroponte (1995); Almeida (1987; 2007); Almeida and Valente (2016); Dib (1974); Lévy (2000); McLuhan (1962); Castells (2010, 2013); Green (2009); and Costa (2002). The “Curriculum” chapter was based on: Almeida (2019); Arroyo (2013); Gimeno Sacristán (2000); Goodson (1995); Torres Santomé (2013); and Young (2016). For the methodology, we used: Romanowski and Ens (2006); Bardin (2016); Chizzotti (2014); Gil (2008); and Severino (2007). A qualitative study was carried out, exploratory to its objectives, and applied “State of the Art” methodologies as a technique for data collection, and “Content Analysis”, for the analysis of the data obtained. Based on the study carried out, it was concluded that, although the Base places many expectations in relation to the use of technologies in high school, it is not able to convey this explicitly when discussing about it. It was also discovered that, although young people demand a more modern school, they do not know how to react to activities that demand autonomy from them; and that the most successful experiences with technologies were those with well-trained teachers to execute them
publishDate 2020
dc.date.issued.fl_str_mv 2020-03-20
dc.date.accessioned.fl_str_mv 2021-09-24T12:10:38Z
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dc.identifier.citation.fl_str_mv Fernandes Junior, Alvaro Martins. A pesquisa brasileira em educação sobre o uso das tecnologias no Ensino Médio no início do século XXI e seu distanciamento da construção da BNCC. 2020. 149 f. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/23738
identifier_str_mv Fernandes Junior, Alvaro Martins. A pesquisa brasileira em educação sobre o uso das tecnologias no Ensino Médio no início do século XXI e seu distanciamento da construção da BNCC. 2020. 149 f. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020.
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