Proposta de ensino de filosofia hipermidiático : da teoria à prática
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | https://tede2.pucrs.br/tede2/handle/tede/10647 |
Resumo: | The ways of updating philosophy teaching have been discussed for a long time, seeking to bring it closer to the contemporary trends of young students. However, there were only significant pedagogical innovations or advances at the beginning of the COVID-19 pandemic period to make it possible for school activities to continue. Thus, teaching started to be mediated by computers or cell phones through videoconferencing tools and other interactive resources, proving that it is possible to implement new ways of teaching. It is urgent to continue researching the integration of digital technologies and the teaching of philosophy, to give subsidies to teachers who want to innovate their practices and prevent, once the pandemic situation is over, the old classroom practices will become dominant again. Thus, this investigation focuses on this integration, thinking not only theoretically but also in practice through constructing an educational artifact aimed at the real classroom context. For this, it uses the Design-Based Research methodology, characterized by its pragmatic, iterative, and contextual character, to cover the complexity of responding to the problems that arise. Two philosophy professors are participating in this study, acting as co-creators, discussing and elaborating with the researcher the product of this research in two application cycles. As a result, a conceptual triangulation between Gilles Deleuze and Félix Guattari, Piérre Lévy, and Silvio Gallo constituting a conceptual apparatus to be appropriated by teachers, as well as a pedagogical proposal that proposes the targeted integration, serving as a practical example. We suggest design principles that can guide new implementations of the integration between digital technologies and philosophy teaching. The term “hypermedia philosophy teaching” results from synthesizing this effort to integrate digital technologies into philosophy teaching. |
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Giraffa, Lucia Maria Martinshttp://lattes.cnpq.br/8787637274769944http://lattes.cnpq.br/6434901897213823Jobim, Andrews Dubois2023-02-27T19:44:17Z2023-02-24https://tede2.pucrs.br/tede2/handle/tede/10647The ways of updating philosophy teaching have been discussed for a long time, seeking to bring it closer to the contemporary trends of young students. However, there were only significant pedagogical innovations or advances at the beginning of the COVID-19 pandemic period to make it possible for school activities to continue. Thus, teaching started to be mediated by computers or cell phones through videoconferencing tools and other interactive resources, proving that it is possible to implement new ways of teaching. It is urgent to continue researching the integration of digital technologies and the teaching of philosophy, to give subsidies to teachers who want to innovate their practices and prevent, once the pandemic situation is over, the old classroom practices will become dominant again. Thus, this investigation focuses on this integration, thinking not only theoretically but also in practice through constructing an educational artifact aimed at the real classroom context. For this, it uses the Design-Based Research methodology, characterized by its pragmatic, iterative, and contextual character, to cover the complexity of responding to the problems that arise. Two philosophy professors are participating in this study, acting as co-creators, discussing and elaborating with the researcher the product of this research in two application cycles. As a result, a conceptual triangulation between Gilles Deleuze and Félix Guattari, Piérre Lévy, and Silvio Gallo constituting a conceptual apparatus to be appropriated by teachers, as well as a pedagogical proposal that proposes the targeted integration, serving as a practical example. We suggest design principles that can guide new implementations of the integration between digital technologies and philosophy teaching. The term “hypermedia philosophy teaching” results from synthesizing this effort to integrate digital technologies into philosophy teaching.Há muito se discute formas de atualizar o ensino de filosofia, buscando aproximá-lo das tendências contemporâneas dos jovens estudantes. Porém houve poucos avanços significativos, até o início do período pandêmico de COVID-19, em que o ensino teve de ser reinventado para tornar possível a continuidade das atividades escolares. O ensino passou a ser mediado por computadores ou celulares, através de ferramentas de videoconferência e outros recursos interativos, provando ser possível implementar novas formas de ensinar. Urge seguir pesquisando a integração das tecnologias digitais e o ensino de filosofia, para dar subsídios aos professores que querem inovar suas práticas e evitar que, cessada a situação pandêmica, voltem a ser dominantes as velhas práticas de sala de aula. Assim, o foco desta investigação é esta integração, pensando não apenas teoricamente, mas também na prática, através da construção de um artefato educacional voltado ao contexto real de sala de aula. Para isso, utiliza-se a metodologia do Design-Based Research, que se caracteriza principalmente por seu caráter pragmático, iterativo e contextual, visando abranger a complexidade do ambiente em que é aplicada e respondendo aos problemas que surgem. São dois professores de filosofia participantes deste estudo, atuando como cocriadores, discutindo e elaborando junto com o pesquisador o produto desta pesquisa em dois ciclos de aplicação. Como resultados, se oferece uma triangulação conceitual entre Gilles Deleuze e Félix Guattari, Piérre Lévy e Silvio Gallo, constituindo um aparato conceitual a ser apropriado pelos professores, além de uma proposta pedagógica que propõe a integração visada, servindo como exemplo prático. Também foram levantados princípios de design que podem servir para orientar novas implementações da integração entre as tecnologias digitais e o ensino de filosofia. O termo “ensino de filosofia hipermidiático” resulta como síntese desse esforço de integração das tecnologias digitais ao ensino de filosofia.Submitted by PPG Educação (educacao-pg@pucrs.br) on 2023-02-27T16:58:34Z No. of bitstreams: 1 Andrews Dubois Jobim.pdf: 3847127 bytes, checksum: 9f532b972875d1a1a8628003fbb7396e (MD5)Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2023-02-27T19:35:46Z (GMT) No. of bitstreams: 1 Andrews Dubois Jobim.pdf: 3847127 bytes, checksum: 9f532b972875d1a1a8628003fbb7396e (MD5)Made available in DSpace on 2023-02-27T19:44:17Z (GMT). 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dc.title.por.fl_str_mv |
Proposta de ensino de filosofia hipermidiático : da teoria à prática |
title |
Proposta de ensino de filosofia hipermidiático : da teoria à prática |
spellingShingle |
Proposta de ensino de filosofia hipermidiático : da teoria à prática Jobim, Andrews Dubois Educação Filosofia Ensino de Filosofia Tecnologias Digitais Criação de Conceitos CIENCIAS HUMANAS::EDUCACAO |
title_short |
Proposta de ensino de filosofia hipermidiático : da teoria à prática |
title_full |
Proposta de ensino de filosofia hipermidiático : da teoria à prática |
title_fullStr |
Proposta de ensino de filosofia hipermidiático : da teoria à prática |
title_full_unstemmed |
Proposta de ensino de filosofia hipermidiático : da teoria à prática |
title_sort |
Proposta de ensino de filosofia hipermidiático : da teoria à prática |
author |
Jobim, Andrews Dubois |
author_facet |
Jobim, Andrews Dubois |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Giraffa, Lucia Maria Martins |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8787637274769944 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6434901897213823 |
dc.contributor.author.fl_str_mv |
Jobim, Andrews Dubois |
contributor_str_mv |
Giraffa, Lucia Maria Martins |
dc.subject.por.fl_str_mv |
Educação Filosofia Ensino de Filosofia Tecnologias Digitais Criação de Conceitos |
topic |
Educação Filosofia Ensino de Filosofia Tecnologias Digitais Criação de Conceitos CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The ways of updating philosophy teaching have been discussed for a long time, seeking to bring it closer to the contemporary trends of young students. However, there were only significant pedagogical innovations or advances at the beginning of the COVID-19 pandemic period to make it possible for school activities to continue. Thus, teaching started to be mediated by computers or cell phones through videoconferencing tools and other interactive resources, proving that it is possible to implement new ways of teaching. It is urgent to continue researching the integration of digital technologies and the teaching of philosophy, to give subsidies to teachers who want to innovate their practices and prevent, once the pandemic situation is over, the old classroom practices will become dominant again. Thus, this investigation focuses on this integration, thinking not only theoretically but also in practice through constructing an educational artifact aimed at the real classroom context. For this, it uses the Design-Based Research methodology, characterized by its pragmatic, iterative, and contextual character, to cover the complexity of responding to the problems that arise. Two philosophy professors are participating in this study, acting as co-creators, discussing and elaborating with the researcher the product of this research in two application cycles. As a result, a conceptual triangulation between Gilles Deleuze and Félix Guattari, Piérre Lévy, and Silvio Gallo constituting a conceptual apparatus to be appropriated by teachers, as well as a pedagogical proposal that proposes the targeted integration, serving as a practical example. We suggest design principles that can guide new implementations of the integration between digital technologies and philosophy teaching. The term “hypermedia philosophy teaching” results from synthesizing this effort to integrate digital technologies into philosophy teaching. |
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2023 |
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2023-02-27T19:44:17Z |
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2023-02-24 |
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