Os desafios do ensino superior na revolução digital
Autor(a) principal: | |
---|---|
Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/18175 |
Resumo: | This research deals with the proposal of the incorporation of new information and communication technologies - NICTs - in higher education, is based on the improvement of teaching quality by simplifying complex tasks, reducing the distance and hence the time, thus improving work efficiency. At first glance, the contact of the actors with the NTICs in this process often reveals itself without the existence of an inclusive methodology because the action of these technologies by higher education institutions seems to result only on attempts to adapt to social demands and marketing in new contexts produced by the digital revolution, making this very misshapen inclusive process, and in turn, limiting the positive effect on the results. This paper discusses the process of incorporating technologies in higher education, seeking to evaluate the reconciliation of traditional methodologies and aspects of their current transformations, hoping to offer subsidies for understanding which are currently the challenges experienced in higher education and how the IES have sought to address them, outlining roughly the current profiles of its actors. To develop this work we chose to use the theories and methodologies of researches carried out by Manuel Castells (2013), Pierre Levy (2010), John B. Thompson (2014). These were accompanied by researches in the areas of philosophy education, especially Edgar Morin (2013) and Maurice Tardif (2011), supplemented by extensive bibliography with ancillary issues. The extensive bibliography that we used helped us to develop a critical reflection on the challenges that are present in high education, particularly in Brazil, and from that reflection, brought up proposals formulated by authors who are researching on the same line of this work, proposals which are healthy and able to respond to the main current challenges. The research's results before of the higher education challenges has been identified that the crisis experienced by the institutions have as factors: the transition between institutional and emerging models. Furthermore, technological training or specialization of education professionals have been occurring through fragmented and diffuse modules, which makes the application of computer-mediated communication decontextualized with learning object. Finally, it presents as a diagnostic to overcome these challenges, the need to define the teach model, based on education reforms that combine linear thought with complex thought, making possible the identification of the new profiles that the institution and teacher may to have in the society |
id |
PUC_SP-1_8a393998119739d5419e42d3e4f4e130 |
---|---|
oai_identifier_str |
oai:repositorio.pucsp.br:handle/18175 |
network_acronym_str |
PUC_SP-1 |
network_name_str |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
repository_id_str |
|
spelling |
Hessel, Ana Maria Di Gradohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4205964P3Lúcio Filho, Laurentino2016-04-29T14:23:35Z2015-05-112015-03-17Lúcio Filho, Laurentino. Os desafios do ensino superior na revolução digital. 2015. 97 f. Dissertação (Mestrado 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, 2015.https://tede2.pucsp.br/handle/handle/18175This research deals with the proposal of the incorporation of new information and communication technologies - NICTs - in higher education, is based on the improvement of teaching quality by simplifying complex tasks, reducing the distance and hence the time, thus improving work efficiency. At first glance, the contact of the actors with the NTICs in this process often reveals itself without the existence of an inclusive methodology because the action of these technologies by higher education institutions seems to result only on attempts to adapt to social demands and marketing in new contexts produced by the digital revolution, making this very misshapen inclusive process, and in turn, limiting the positive effect on the results. This paper discusses the process of incorporating technologies in higher education, seeking to evaluate the reconciliation of traditional methodologies and aspects of their current transformations, hoping to offer subsidies for understanding which are currently the challenges experienced in higher education and how the IES have sought to address them, outlining roughly the current profiles of its actors. To develop this work we chose to use the theories and methodologies of researches carried out by Manuel Castells (2013), Pierre Levy (2010), John B. Thompson (2014). These were accompanied by researches in the areas of philosophy education, especially Edgar Morin (2013) and Maurice Tardif (2011), supplemented by extensive bibliography with ancillary issues. The extensive bibliography that we used helped us to develop a critical reflection on the challenges that are present in high education, particularly in Brazil, and from that reflection, brought up proposals formulated by authors who are researching on the same line of this work, proposals which are healthy and able to respond to the main current challenges. The research's results before of the higher education challenges has been identified that the crisis experienced by the institutions have as factors: the transition between institutional and emerging models. Furthermore, technological training or specialization of education professionals have been occurring through fragmented and diffuse modules, which makes the application of computer-mediated communication decontextualized with learning object. Finally, it presents as a diagnostic to overcome these challenges, the need to define the teach model, based on education reforms that combine linear thought with complex thought, making possible the identification of the new profiles that the institution and teacher may to have in the societyEsta pesquisa trata da proposta da incorporação das novas tecnologias de Informação e Comunicação NTICs no ensino superior, tem por base a melhoria da qualidade pedagógica ao simplificar tarefas complexas, reduzir a distância e consequentemente o tempo, melhorando assim a eficiência do trabalho. A primeira vista, o contato dos atores com as NTICs nesse processo, revela-se muitas vezes sem a existência de uma metodologia inclusiva, pois a ação incorporadora dessas tecnologias pelas instituições de ensino superior parece decorrer apenas de tentativas para adaptar-se às exigências sociais e mercadológicas nos novos contextos produzidos pela revolução digital, tornando esse processo inclusivo muito disforme, e, por sua vez, limitando os efeitos positivos nos resultados. O presente trabalho pretende analisar os processos de incorporação das tecnologias no ensino superior, buscando avaliar a conciliação das metodologias tradicionais e os aspectos de suas transformações atuais, esperando oferecer subsídios para a compreensão de quais os desafios vivenciados atualmente no ensino superior e de que forma as IES têm buscado enfrentá-los, esboçando grosso modo, os perfis atuais de seus atores. Para o desenvolvimento deste trabalho optamos por utilizar como metodologia a pesquisa bibliográfica, aproveitando os estudos e pesquisas realizados por Manuel Castells (2013), Pierre Lévy (2010), John B. Thompson (2014), analisados conjuntamente com as pesquisas nas áreas da filosofia da educação, em especial Edgar Morin (2013) e Maurice Tardif (2011), complementados por ampla bibliografia com temas auxiliares. A extensa bibliografia de que fizemos uso nos auxiliou a desenvolver uma reflexão crítica sobre os desafios que hoje se apresentam ao ensino superior, particularmente no Brasil, e, a partir dessa reflexão, trazer à baila propostas formuladas por autores que estão pesquisando na mesma linha deste trabalho, propostas estas saudáveis e capazes de responder aos principais desafios vigentes. Os resultados da pesquisa diante dos desafios do ensino superior, identificaram que a crise vivenciada pelas instituições de ensino têm como fatores: a transição entre os modelos institucionais e emergentes. Além disso, a formação tecnológica ou especializações dos profissionais da educação ocorrem através de módulos fragmentados e difusos, o que torna a aplicação da comunicação mediada por computador descontextualizada com o objeto de aprendizagem. Por fim, apresenta como como diagnóstico para superar esses desafios, a necessidade de se definir o modelo de ensino, baseando-se nas reformas da educação que articulem o pensamento linear com o pensamento complexo, possibilitando com isso a identificação dos novos perfis que a instituição e o professor devem ocupar na sociedadeapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/34967/Laurentino%20Lucio%20Filho.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Tecnologias da Inteligência e Design DigitalPUC-SPBRFaculdade de Ciências Exatas e TecnologiaEnsino superiorTecnologias na educaçãoNTICsModelo de ensinoPós-modernidadeRevolução tecnológicaDesafios do professorHigher EducationTechnology in EducationTeaching modelPost-modernTechnological revolutionThe teacher challengesCNPQ::ENGENHARIASOs desafios do ensino superior na revolução digitalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTLaurentino Lucio Filho.pdf.txtLaurentino Lucio Filho.pdf.txtExtracted texttext/plain186915https://repositorio.pucsp.br/xmlui/bitstream/handle/18175/3/Laurentino%20Lucio%20Filho.pdf.txtf40a46dca39112f0b5467bf476b03c1dMD53ORIGINALLaurentino Lucio Filho.pdfapplication/pdf408816https://repositorio.pucsp.br/xmlui/bitstream/handle/18175/1/Laurentino%20Lucio%20Filho.pdfd5b57ed0c6687dfe9b13b3ec1b5d0384MD51THUMBNAILLaurentino Lucio Filho.pdf.jpgLaurentino Lucio Filho.pdf.jpgGenerated Thumbnailimage/jpeg3518https://repositorio.pucsp.br/xmlui/bitstream/handle/18175/2/Laurentino%20Lucio%20Filho.pdf.jpgbe0f2133e31a74ea6ddc934a43e1d8c8MD52handle/181752022-06-13 11:29:28.724oai:repositorio.pucsp.br:handle/18175Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-06-13T14:29:28Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Os desafios do ensino superior na revolução digital |
title |
Os desafios do ensino superior na revolução digital |
spellingShingle |
Os desafios do ensino superior na revolução digital Lúcio Filho, Laurentino Ensino superior Tecnologias na educação NTICs Modelo de ensino Pós-modernidade Revolução tecnológica Desafios do professor Higher Education Technology in Education Teaching model Post-modern Technological revolution The teacher challenges CNPQ::ENGENHARIAS |
title_short |
Os desafios do ensino superior na revolução digital |
title_full |
Os desafios do ensino superior na revolução digital |
title_fullStr |
Os desafios do ensino superior na revolução digital |
title_full_unstemmed |
Os desafios do ensino superior na revolução digital |
title_sort |
Os desafios do ensino superior na revolução digital |
author |
Lúcio Filho, Laurentino |
author_facet |
Lúcio Filho, Laurentino |
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=K4205964P3 |
dc.contributor.author.fl_str_mv |
Lúcio Filho, Laurentino |
contributor_str_mv |
Hessel, Ana Maria Di Grado |
dc.subject.por.fl_str_mv |
Ensino superior Tecnologias na educação NTICs Modelo de ensino Pós-modernidade Revolução tecnológica Desafios do professor |
topic |
Ensino superior Tecnologias na educação NTICs Modelo de ensino Pós-modernidade Revolução tecnológica Desafios do professor Higher Education Technology in Education Teaching model Post-modern Technological revolution The teacher challenges CNPQ::ENGENHARIAS |
dc.subject.eng.fl_str_mv |
Higher Education Technology in Education Teaching model Post-modern Technological revolution The teacher challenges |
dc.subject.cnpq.fl_str_mv |
CNPQ::ENGENHARIAS |
description |
This research deals with the proposal of the incorporation of new information and communication technologies - NICTs - in higher education, is based on the improvement of teaching quality by simplifying complex tasks, reducing the distance and hence the time, thus improving work efficiency. At first glance, the contact of the actors with the NTICs in this process often reveals itself without the existence of an inclusive methodology because the action of these technologies by higher education institutions seems to result only on attempts to adapt to social demands and marketing in new contexts produced by the digital revolution, making this very misshapen inclusive process, and in turn, limiting the positive effect on the results. This paper discusses the process of incorporating technologies in higher education, seeking to evaluate the reconciliation of traditional methodologies and aspects of their current transformations, hoping to offer subsidies for understanding which are currently the challenges experienced in higher education and how the IES have sought to address them, outlining roughly the current profiles of its actors. To develop this work we chose to use the theories and methodologies of researches carried out by Manuel Castells (2013), Pierre Levy (2010), John B. Thompson (2014). These were accompanied by researches in the areas of philosophy education, especially Edgar Morin (2013) and Maurice Tardif (2011), supplemented by extensive bibliography with ancillary issues. The extensive bibliography that we used helped us to develop a critical reflection on the challenges that are present in high education, particularly in Brazil, and from that reflection, brought up proposals formulated by authors who are researching on the same line of this work, proposals which are healthy and able to respond to the main current challenges. The research's results before of the higher education challenges has been identified that the crisis experienced by the institutions have as factors: the transition between institutional and emerging models. Furthermore, technological training or specialization of education professionals have been occurring through fragmented and diffuse modules, which makes the application of computer-mediated communication decontextualized with learning object. Finally, it presents as a diagnostic to overcome these challenges, the need to define the teach model, based on education reforms that combine linear thought with complex thought, making possible the identification of the new profiles that the institution and teacher may to have in the society |
publishDate |
2015 |
dc.date.available.fl_str_mv |
2015-05-11 |
dc.date.issued.fl_str_mv |
2015-03-17 |
dc.date.accessioned.fl_str_mv |
2016-04-29T14:23:35Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Lúcio Filho, Laurentino. Os desafios do ensino superior na revolução digital. 2015. 97 f. Dissertação (Mestrado 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, 2015. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/18175 |
identifier_str_mv |
Lúcio Filho, Laurentino. Os desafios do ensino superior na revolução digital. 2015. 97 f. Dissertação (Mestrado 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, 2015. |
url |
https://tede2.pucsp.br/handle/handle/18175 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
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 |
BR |
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 |
reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP instname:Pontifícia Universidade Católica de São Paulo (PUC-SP) instacron:PUC_SP |
instname_str |
Pontifícia Universidade Católica de São Paulo (PUC-SP) |
instacron_str |
PUC_SP |
institution |
PUC_SP |
reponame_str |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
collection |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
bitstream.url.fl_str_mv |
https://repositorio.pucsp.br/xmlui/bitstream/handle/18175/3/Laurentino%20Lucio%20Filho.pdf.txt https://repositorio.pucsp.br/xmlui/bitstream/handle/18175/1/Laurentino%20Lucio%20Filho.pdf https://repositorio.pucsp.br/xmlui/bitstream/handle/18175/2/Laurentino%20Lucio%20Filho.pdf.jpg |
bitstream.checksum.fl_str_mv |
f40a46dca39112f0b5467bf476b03c1d d5b57ed0c6687dfe9b13b3ec1b5d0384 be0f2133e31a74ea6ddc934a43e1d8c8 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP) |
repository.mail.fl_str_mv |
bngkatende@pucsp.br||rapassi@pucsp.br |
_version_ |
1799796231736655872 |