Currículo e hibridismo: narrativas da pandemia
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://repositorio.pucsp.br/jspui/handle/handle/36278 |
Resumo: | This qualitative research had the general objective of interpreting the phenomena of the pandemic, the curriculum, and hybridity through the experiences of teachers and students of basic education in a private school in the city of São Paulo. The research also contextualized digital culture in the pandemic period; related ubiquitous learning to active methodologies and class strategies; analyzed how hybridity was established in a private school; investigated, described, and interpreted the narratives and the experiences of the author, the teachers, and the students linked to the same institution, in the time frame from March 2020 to March 2022, a period considered by the author as one of resignification for being situated between the beginning of the pandemic and the first developments of the post-pandemic. The investigation used, as a methodological basis, the hermeneutic-phenomenological approach of Maximina Freire (2010; 2012; 2017; 2019) in association with the narrative research of Clandinin and Connelly (2011), also relying on the theoretical principles of the biographical approach of Delory-Momberger (2012) and Larrosa (1999; 2020). Having as a problem question “What is the essence of the pandemic, curriculum and hybridity phenomena from the experiences lived by teachers and students in the COVID-19 pandemic?”, the theoretical foundation is built from the concepts of curriculum and Technologies Digital Information and Communication (TDIC); digital culture and ubiquitous learning; active methodologies and class strategies; and hybridity, in particular its foundations and developments. The paper also investigates which curricular transformations stood out as result generators and which curriculum's intersection areas the technology impacted during the pandemic or could impact after its end. The results indicate that the curriculum was enhanced by TDIC during the pandemic with possibilities for developments beyond it. The work also confirms the importance of broader teacher training, that is, not restricted to technological instrumentalization, and presents a provisional proposal for conceptualizing hybridity in basic education. Finally, it also includes a definition of curriculum based on the author's investigation and a hermeneutic-phenomenological-narrative methodological junction |
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Almeida, Maria Elizabeth Bianconcini Trindade Morato Pinto dehttp://lattes.cnpq.br/7485134644744641http://lattes.cnpq.br/4331423817941628Cannatá, Verônica Martins2023-07-26T13:54:37Z2023-07-26T13:54:37Z2023-05-25Cannatá, Verônica Martins. Currículo e hibridismo: narrativas da pandemia. 2023. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023.https://repositorio.pucsp.br/jspui/handle/handle/36278This qualitative research had the general objective of interpreting the phenomena of the pandemic, the curriculum, and hybridity through the experiences of teachers and students of basic education in a private school in the city of São Paulo. The research also contextualized digital culture in the pandemic period; related ubiquitous learning to active methodologies and class strategies; analyzed how hybridity was established in a private school; investigated, described, and interpreted the narratives and the experiences of the author, the teachers, and the students linked to the same institution, in the time frame from March 2020 to March 2022, a period considered by the author as one of resignification for being situated between the beginning of the pandemic and the first developments of the post-pandemic. The investigation used, as a methodological basis, the hermeneutic-phenomenological approach of Maximina Freire (2010; 2012; 2017; 2019) in association with the narrative research of Clandinin and Connelly (2011), also relying on the theoretical principles of the biographical approach of Delory-Momberger (2012) and Larrosa (1999; 2020). Having as a problem question “What is the essence of the pandemic, curriculum and hybridity phenomena from the experiences lived by teachers and students in the COVID-19 pandemic?”, the theoretical foundation is built from the concepts of curriculum and Technologies Digital Information and Communication (TDIC); digital culture and ubiquitous learning; active methodologies and class strategies; and hybridity, in particular its foundations and developments. The paper also investigates which curricular transformations stood out as result generators and which curriculum's intersection areas the technology impacted during the pandemic or could impact after its end. The results indicate that the curriculum was enhanced by TDIC during the pandemic with possibilities for developments beyond it. The work also confirms the importance of broader teacher training, that is, not restricted to technological instrumentalization, and presents a provisional proposal for conceptualizing hybridity in basic education. Finally, it also includes a definition of curriculum based on the author's investigation and a hermeneutic-phenomenological-narrative methodological junctionEsta pesquisa qualitativa teve como objetivo geral interpretar os fenômenos da pandemia, do currículo e do hibridismo por meio das experiências de professores e alunos da educação básica numa escola privada da cidade de São Paulo. A pesquisa também contextualizou a cultura digital no período pandêmico; relacionou a aprendizagem ubíqua às metodologias ativas e às estratégias de aulas; analisou como se estabeleceu o hibridismo numa escola privada; investigou, descreveu e interpretou as narrativas e as experiências da autora, dos professores e dos alunos vinculados à mesma instituição, no recorte temporal de março de 2020 a março de 2022, período considerado pela autora como de ressignificação por se situar entre o início da pandemia e os primeiros desdobramentos da pós-pandemia. Analisaram-se também os protocolos de comunicação elaborados pela instituição, os quais circularam para orientar as ações tanto no período de ensino remoto emergencial como naquele que se denominou de híbrido. A investigação utilizou, como base metodológica, a abordagem hermenêutico-fenomenológica de Maximina Freire (2010; 2012; 2017; 2019) em associação com a pesquisa narrativa de Clandinin e Connelly (2011), apoiando-se também nos princípios teóricos da abordagem biográfica de Delory-Momberger (2012) e Larrosa (1999; 2020). Tendo como questão-problema “Qual é a essência dos fenômenos pandemia, currículo e hibridismo a partir das experiências vividas por professores e alunos na pandemia da COVID-19?”, a fundamentação teórica constrói-se a partir dos conceitos de currículo e de Tecnologias Digitais de Informação e Comunicação (TDIC); de cultura digital e de aprendizagem ubíqua; de metodologias ativas e de estratégias de aula; e do hibridismo, em particular suas fundamentações e desdobramentos. Investigaram-se, ainda, quais transformações curriculares poderiam ser destacadas como geradoras de resultados e quais zonas de intersecção do currículo a tecnologia impactou durante a pandemia ou após o seu término. Os resultados indicam que o currículo foi potencializado pelas TDIC durante a pandemia com possibilidades de desdobramentos para além dela. O trabalho ainda confirma a importância de uma formação docente mais ampla, ou seja, não restrita à instrumentalização tecnológica, e apresenta uma proposta provisória de conceituação de hibridismo na educação básica. Por fim, ele também comporta uma definição de currículo a partir da investigação da autora e uma junção metodológica hermenêutica-fenomenológica-narrativaCoordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPESporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOTecnologia educacionalWeb currículoEducação básicaTDICCOVID-19Educational technologyWeb curriculumChildren educationTDICCOVID-19Currículo e hibridismo: narrativas da pandemiainfo: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_SPORIGINALVerônica Martins Cannatá.pdfapplication/pdf5915902https://repositorio.pucsp.br/xmlui/bitstream/handle/36278/1/Ver%c3%b4nica%20Martins%20Cannat%c3%a1.pdf49ba27bba4f2ebbe25d8cf45870fe733MD51TEXTVerônica Martins Cannatá.pdf.txtVerônica Martins Cannatá.pdf.txtExtracted texttext/plain453752https://repositorio.pucsp.br/xmlui/bitstream/handle/36278/2/Ver%c3%b4nica%20Martins%20Cannat%c3%a1.pdf.txt9dc416fb7ecefb2173a8aad5bb722ba8MD52THUMBNAILVerônica Martins Cannatá.pdf.jpgVerônica Martins Cannatá.pdf.jpgGenerated Thumbnailimage/jpeg1183https://repositorio.pucsp.br/xmlui/bitstream/handle/36278/3/Ver%c3%b4nica%20Martins%20Cannat%c3%a1.pdf.jpge6aa1ec94d0a2ebe356784178a149dc7MD53handle/362782023-09-18 09:39:09.71oai:repositorio.pucsp.br:handle/36278Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2023-09-18T12:39:09Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.pt_BR.fl_str_mv |
Currículo e hibridismo: narrativas da pandemia |
title |
Currículo e hibridismo: narrativas da pandemia |
spellingShingle |
Currículo e hibridismo: narrativas da pandemia Cannatá, Verônica Martins CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO Tecnologia educacional Web currículo Educação básica TDIC COVID-19 Educational technology Web curriculum Children education TDIC COVID-19 |
title_short |
Currículo e hibridismo: narrativas da pandemia |
title_full |
Currículo e hibridismo: narrativas da pandemia |
title_fullStr |
Currículo e hibridismo: narrativas da pandemia |
title_full_unstemmed |
Currículo e hibridismo: narrativas da pandemia |
title_sort |
Currículo e hibridismo: narrativas da pandemia |
author |
Cannatá, Verônica Martins |
author_facet |
Cannatá, Verônica Martins |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Almeida, Maria Elizabeth Bianconcini Trindade Morato Pinto de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7485134644744641 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4331423817941628 |
dc.contributor.author.fl_str_mv |
Cannatá, Verônica Martins |
contributor_str_mv |
Almeida, Maria Elizabeth Bianconcini Trindade Morato Pinto de |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
topic |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO Tecnologia educacional Web currículo Educação básica TDIC COVID-19 Educational technology Web curriculum Children education TDIC COVID-19 |
dc.subject.por.fl_str_mv |
Tecnologia educacional Web currículo Educação básica TDIC COVID-19 |
dc.subject.eng.fl_str_mv |
Educational technology Web curriculum Children education TDIC COVID-19 |
description |
This qualitative research had the general objective of interpreting the phenomena of the pandemic, the curriculum, and hybridity through the experiences of teachers and students of basic education in a private school in the city of São Paulo. The research also contextualized digital culture in the pandemic period; related ubiquitous learning to active methodologies and class strategies; analyzed how hybridity was established in a private school; investigated, described, and interpreted the narratives and the experiences of the author, the teachers, and the students linked to the same institution, in the time frame from March 2020 to March 2022, a period considered by the author as one of resignification for being situated between the beginning of the pandemic and the first developments of the post-pandemic. The investigation used, as a methodological basis, the hermeneutic-phenomenological approach of Maximina Freire (2010; 2012; 2017; 2019) in association with the narrative research of Clandinin and Connelly (2011), also relying on the theoretical principles of the biographical approach of Delory-Momberger (2012) and Larrosa (1999; 2020). Having as a problem question “What is the essence of the pandemic, curriculum and hybridity phenomena from the experiences lived by teachers and students in the COVID-19 pandemic?”, the theoretical foundation is built from the concepts of curriculum and Technologies Digital Information and Communication (TDIC); digital culture and ubiquitous learning; active methodologies and class strategies; and hybridity, in particular its foundations and developments. The paper also investigates which curricular transformations stood out as result generators and which curriculum's intersection areas the technology impacted during the pandemic or could impact after its end. The results indicate that the curriculum was enhanced by TDIC during the pandemic with possibilities for developments beyond it. The work also confirms the importance of broader teacher training, that is, not restricted to technological instrumentalization, and presents a provisional proposal for conceptualizing hybridity in basic education. Finally, it also includes a definition of curriculum based on the author's investigation and a hermeneutic-phenomenological-narrative methodological junction |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-07-26T13:54:37Z |
dc.date.available.fl_str_mv |
2023-07-26T13:54:37Z |
dc.date.issued.fl_str_mv |
2023-05-25 |
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 |
Cannatá, Verônica Martins. Currículo e hibridismo: narrativas da pandemia. 2023. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023. |
dc.identifier.uri.fl_str_mv |
https://repositorio.pucsp.br/jspui/handle/handle/36278 |
identifier_str_mv |
Cannatá, Verônica Martins. Currículo e hibridismo: narrativas da pandemia. 2023. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023. |
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PUC-SP |
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Brasil |
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Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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