A percepção dos professores sobre o tablet em escolas brasileiras de currículo duplo sob o viés da complexidade
Autor(a) principal: | |
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Data de Publicação: | 2018 |
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/21261 |
Resumo: | This research aims to present the phenomenon the teacher´s perception about the tablet in high school dual-diploma program in Brazilian schools from the perspective of complexity. The phenomenon emerges from the interpretation of the participants’ written records about the use of tablets in their professional and personal contexts. Tablets are a type of mobile device (MD), light weighted, and portable. With a tablet device, it is much easier to access the internet at any time at any place, searching and sharing information at the tip of one´s finger. The learning process is to happen inside and outside the classroom changing and facilitating people´s routine at a tremendous and continuous transformation process. In scholar settings, these changes may raise several assumptions and doubts about its use and potentialities. Thus, this research aims to describe and interpret the phenomenon mentioned above in order to seek for the answer for this enquiry: what is the nature of the phenomenon of the teacher´s perception about the tablet in high school dual-diploma program in Brazilian schools from the perspective of complexity? The theoretical foundation of this research is the theory of complexity by Morin (2005, 2010, 2011, 2013, 2015, and 2016). Furthermore, (a) some other studies concerning the changes in the student´s learning profile and the teacher´s profile in this new technological era by Moran (1995); (b) about the relationships between the new digital cultural scenarios with the ubiquitous learning process by SANTAELLA (2010), JENKINS (2006), and KENSKI (2012) and by LEVY (2000); (c) about teacher education and self-hetero-eco technologic formation process grounded on complexity principles by FREIRE and LEFFA (2013), MORAES (2008, 2014) are taken into account. Aiming to investigate and interpret the phenomenon, the methodological choice is the Complex Hermeneutic-Phenomenological Approach (FREIRE, 2017). In this approach, it is possible to describe and interpret the phenomena of human experience based on complexity. The research participants were 3 teachers from two high school dual-diploma program in Brazilian schools, where tablet has been used. A profile survey and written reports have been used as instruments for gathering texts. In the interpretation of the texts originated from the participants, it was possible to identify the themes that compose the phenomenon under this study: application, usability, receptivity, resistance, navigability, planning e sustainability. At the end of this lived experience, it was possible to understand the importance of adopting a systemic and complex perspective when tackling with mobile technology and its possible influences in scholar settings, aiming to establish connections with world outside the school in order to empower learners to act more critically and ethically in the real world |
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Freire, Maximina Mariahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8382333Z1Ragnev, Karem Datti2018-07-25T11:51:55Z2018-05-22Ragnev, Karem Datti. A percepção dos professores sobre o tablet em escolas brasileiras de currículo duplo sob o viés da complexidade. 2018. 117 f. Dissertação (Mestrado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/21261This research aims to present the phenomenon the teacher´s perception about the tablet in high school dual-diploma program in Brazilian schools from the perspective of complexity. The phenomenon emerges from the interpretation of the participants’ written records about the use of tablets in their professional and personal contexts. Tablets are a type of mobile device (MD), light weighted, and portable. With a tablet device, it is much easier to access the internet at any time at any place, searching and sharing information at the tip of one´s finger. The learning process is to happen inside and outside the classroom changing and facilitating people´s routine at a tremendous and continuous transformation process. In scholar settings, these changes may raise several assumptions and doubts about its use and potentialities. Thus, this research aims to describe and interpret the phenomenon mentioned above in order to seek for the answer for this enquiry: what is the nature of the phenomenon of the teacher´s perception about the tablet in high school dual-diploma program in Brazilian schools from the perspective of complexity? The theoretical foundation of this research is the theory of complexity by Morin (2005, 2010, 2011, 2013, 2015, and 2016). Furthermore, (a) some other studies concerning the changes in the student´s learning profile and the teacher´s profile in this new technological era by Moran (1995); (b) about the relationships between the new digital cultural scenarios with the ubiquitous learning process by SANTAELLA (2010), JENKINS (2006), and KENSKI (2012) and by LEVY (2000); (c) about teacher education and self-hetero-eco technologic formation process grounded on complexity principles by FREIRE and LEFFA (2013), MORAES (2008, 2014) are taken into account. Aiming to investigate and interpret the phenomenon, the methodological choice is the Complex Hermeneutic-Phenomenological Approach (FREIRE, 2017). In this approach, it is possible to describe and interpret the phenomena of human experience based on complexity. The research participants were 3 teachers from two high school dual-diploma program in Brazilian schools, where tablet has been used. A profile survey and written reports have been used as instruments for gathering texts. In the interpretation of the texts originated from the participants, it was possible to identify the themes that compose the phenomenon under this study: application, usability, receptivity, resistance, navigability, planning e sustainability. At the end of this lived experience, it was possible to understand the importance of adopting a systemic and complex perspective when tackling with mobile technology and its possible influences in scholar settings, aiming to establish connections with world outside the school in order to empower learners to act more critically and ethically in the real worldEsta pesquisa investiga o fenômeno a percepção dos professores sobre o tablet nas escolas brasileiras de Ensino Médio de currículo duplo sob o viés da complexidade, que emerge a partir da interpretação de relatos dos participantes acerca de seu cotidiano pessoal e profissional. Considerando o tablet, como sendo um tipo de tecnologia digital móvel (TDM), mais leve e portátil, traz a facilidade de conexão à internet a qualquer tempo e em qualquer lugar, e de busca, compartilhamento de informações, de maneira ubíqua, ao simples toque dos dedos. A aprendizagem passa a acontecer dentro ou fora da sala de aula, alterando ou facilitando as dinâmicas de vida, por meio de um fluxo contínuo de transformações. No âmbito escolar, em contrapartida, traz inquietações a respeito do uso e suas potencialidades. Sendo assim, esta pesquisa tem por objetivo descrever e interpretar o fenômeno em questão, tendo como ponto de partida a pergunta: Qual a natureza percepção dos professores sobre o tablet em escolas brasileiras de currículo duplo sob o viés da complexidade? Para tanto, recorro aos estudos sobre complexidade de Morin (2005, 2010, 2011, 2013, 2015, 2016), que é o referencial teórico que sustenta este estudo; sobre as discussões acerca da mudança do perfil do aprendiz e do docente na atualidade (MORAN, 1995); das relações da nova cultura digital com o processo de ensino-aprendizagem ubíqua (SANTAELLA, 2010, JENKINS, 2006, KENSKI, 2012, LEVY, 2000), de formação de professores em uma perspectiva complexa e auto-hetere-ecoformadora (FREIRE e LEFFA, 2013; MORAES, 2008, 2014). Para investigar e interpretar o fenômeno, adoto a Abordagem Hermenêutico-Fenomenológica Complexa (AHFC), proposta por FREIRE (2017). Nessa abordagem é possível descrever e interpretar fenômenos da experiência humana, tendo-se a complexidade como base. A pesquisa realizada contou com a participação de 3 professores, de duas escolas brasileiras de Ensino Médio de currículo-duplo, onde o tablet era utilizado. Foram utilizados questionário de perfil e relatos dos participantes, cujos textos foram interpretados e dos quais emergiram os seguintes temas que ajudam a compor a essência do fenômeno: aplicabilidade, usabilidade, receptividade, resistência, navegabilidade, planejamento e sustentabilidade. Ao final dessa experiência foi possível compreender a importância de se adotar uma visão sistêmica e complexa quando se trabalha com tecnologias móveis no ambiente escolar, objetivando estabelecer conexões com o mundo fora da sala de aula, no sentido de empoderar os alunos para exercerem seu papel como cidadãos críticos e éticos no mundo realCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/46206/Karem%20Datti%20Ragnev.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBrasilFaculdade de Filosofia, Comunicação, Letras e ArtesTablet (Computadores)Currículo duploEnsino auxiliado por computadorComplexidade (Filosofia)Tablet computersDual diplomaComputer-assisted instructionComplexity (Philosophy)CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADAA percepção dos professores sobre o tablet em escolas brasileiras de currículo duplo sob o viés da complexidadeThe teachers' perception about the tablet in high school dual diploma program in Brazilian schools from the perspective of complexityinfo: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_SPTEXTKarem Datti Ragnev.pdf.txtKarem Datti Ragnev.pdf.txtExtracted texttext/plain253603https://repositorio.pucsp.br/xmlui/bitstream/handle/21261/4/Karem%20Datti%20Ragnev.pdf.txt33dabae212c6d75a01cf53e92c25a771MD54ORIGINALKarem Datti Ragnev.pdfKarem Datti Ragnev.pdfapplication/pdf1233163https://repositorio.pucsp.br/xmlui/bitstream/handle/21261/2/Karem%20Datti%20Ragnev.pdfa3bba5ff1c2bacca2468234637b2f780MD52LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
A percepção dos professores sobre o tablet em escolas brasileiras de currículo duplo sob o viés da complexidade |
dc.title.alternative.eng.fl_str_mv |
The teachers' perception about the tablet in high school dual diploma program in Brazilian schools from the perspective of complexity |
title |
A percepção dos professores sobre o tablet em escolas brasileiras de currículo duplo sob o viés da complexidade |
spellingShingle |
A percepção dos professores sobre o tablet em escolas brasileiras de currículo duplo sob o viés da complexidade Ragnev, Karem Datti Tablet (Computadores) Currículo duplo Ensino auxiliado por computador Complexidade (Filosofia) Tablet computers Dual diploma Computer-assisted instruction Complexity (Philosophy) CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
title_short |
A percepção dos professores sobre o tablet em escolas brasileiras de currículo duplo sob o viés da complexidade |
title_full |
A percepção dos professores sobre o tablet em escolas brasileiras de currículo duplo sob o viés da complexidade |
title_fullStr |
A percepção dos professores sobre o tablet em escolas brasileiras de currículo duplo sob o viés da complexidade |
title_full_unstemmed |
A percepção dos professores sobre o tablet em escolas brasileiras de currículo duplo sob o viés da complexidade |
title_sort |
A percepção dos professores sobre o tablet em escolas brasileiras de currículo duplo sob o viés da complexidade |
author |
Ragnev, Karem Datti |
author_facet |
Ragnev, Karem Datti |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Freire, Maximina Maria |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8382333Z1 |
dc.contributor.author.fl_str_mv |
Ragnev, Karem Datti |
contributor_str_mv |
Freire, Maximina Maria |
dc.subject.por.fl_str_mv |
Tablet (Computadores) Currículo duplo Ensino auxiliado por computador Complexidade (Filosofia) |
topic |
Tablet (Computadores) Currículo duplo Ensino auxiliado por computador Complexidade (Filosofia) Tablet computers Dual diploma Computer-assisted instruction Complexity (Philosophy) CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
dc.subject.eng.fl_str_mv |
Tablet computers Dual diploma Computer-assisted instruction Complexity (Philosophy) |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
This research aims to present the phenomenon the teacher´s perception about the tablet in high school dual-diploma program in Brazilian schools from the perspective of complexity. The phenomenon emerges from the interpretation of the participants’ written records about the use of tablets in their professional and personal contexts. Tablets are a type of mobile device (MD), light weighted, and portable. With a tablet device, it is much easier to access the internet at any time at any place, searching and sharing information at the tip of one´s finger. The learning process is to happen inside and outside the classroom changing and facilitating people´s routine at a tremendous and continuous transformation process. In scholar settings, these changes may raise several assumptions and doubts about its use and potentialities. Thus, this research aims to describe and interpret the phenomenon mentioned above in order to seek for the answer for this enquiry: what is the nature of the phenomenon of the teacher´s perception about the tablet in high school dual-diploma program in Brazilian schools from the perspective of complexity? The theoretical foundation of this research is the theory of complexity by Morin (2005, 2010, 2011, 2013, 2015, and 2016). Furthermore, (a) some other studies concerning the changes in the student´s learning profile and the teacher´s profile in this new technological era by Moran (1995); (b) about the relationships between the new digital cultural scenarios with the ubiquitous learning process by SANTAELLA (2010), JENKINS (2006), and KENSKI (2012) and by LEVY (2000); (c) about teacher education and self-hetero-eco technologic formation process grounded on complexity principles by FREIRE and LEFFA (2013), MORAES (2008, 2014) are taken into account. Aiming to investigate and interpret the phenomenon, the methodological choice is the Complex Hermeneutic-Phenomenological Approach (FREIRE, 2017). In this approach, it is possible to describe and interpret the phenomena of human experience based on complexity. The research participants were 3 teachers from two high school dual-diploma program in Brazilian schools, where tablet has been used. A profile survey and written reports have been used as instruments for gathering texts. In the interpretation of the texts originated from the participants, it was possible to identify the themes that compose the phenomenon under this study: application, usability, receptivity, resistance, navigability, planning e sustainability. At the end of this lived experience, it was possible to understand the importance of adopting a systemic and complex perspective when tackling with mobile technology and its possible influences in scholar settings, aiming to establish connections with world outside the school in order to empower learners to act more critically and ethically in the real world |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-07-25T11:51:55Z |
dc.date.issued.fl_str_mv |
2018-05-22 |
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 |
Ragnev, Karem Datti. A percepção dos professores sobre o tablet em escolas brasileiras de currículo duplo sob o viés da complexidade. 2018. 117 f. Dissertação (Mestrado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/21261 |
identifier_str_mv |
Ragnev, Karem Datti. A percepção dos professores sobre o tablet em escolas brasileiras de currículo duplo sob o viés da complexidade. 2018. 117 f. Dissertação (Mestrado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
url |
https://tede2.pucsp.br/handle/handle/21261 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem |
dc.publisher.initials.fl_str_mv |
PUC-SP |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Filosofia, Comunicação, Letras e Artes |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
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