Creation of Digital Educational Technologies by School Subjects
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.25749/sis.25417 |
Resumo: | This article analyses whether, and how, the creation of digital technologies by basic education teachers subsidizes the process of critical appropriation of digital technologies towards their professional emancipation. The research is based on materials produced during meetings with teachers from three schools. The content analysis resulted in the emergence of the following categories: 1 - lack of autonomy in relation to educational technologies; 2 - development of a critical perspective of technologies; and 3 - paths for critical integration of technology in the school – which resulted in two subcategories: 3.1 - Critical adaptation of technologies; and 3.2 - Creation of new technologies in alignment with school needs. It becomes clear that the school is a privileged space for the production of educational technologies based on the real needs of its actors, to contribute to overcoming historical challenges and the effective transformation of contemporary education. |
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Creation of Digital Educational Technologies by School SubjectsCreación de Tecnologías Educativas Digitales por los Sujetos EscolaresCriação de Tecnologias Educacionais Digitais pelos Sujeitos da EscolaArticlesThis article analyses whether, and how, the creation of digital technologies by basic education teachers subsidizes the process of critical appropriation of digital technologies towards their professional emancipation. The research is based on materials produced during meetings with teachers from three schools. The content analysis resulted in the emergence of the following categories: 1 - lack of autonomy in relation to educational technologies; 2 - development of a critical perspective of technologies; and 3 - paths for critical integration of technology in the school – which resulted in two subcategories: 3.1 - Critical adaptation of technologies; and 3.2 - Creation of new technologies in alignment with school needs. It becomes clear that the school is a privileged space for the production of educational technologies based on the real needs of its actors, to contribute to overcoming historical challenges and the effective transformation of contemporary education.Este artículo analiza si, y cómo, el desarrollo de tecnologías digitales por maestros de educación básica subsidian la apropiación crítica de las tecnologías y su emancipación como docentes. La investigación utiliza materiales producidos en encuentros con maestros de tres escuelas. El análisis de contenido resultó en la aparición de tres categorías: 1 - falta de autonomía en relación con las tecnologías 2 - desarrollo de una perspectiva crítica de las tecnologías; y 3 - formas para la integración crítica de la tecnología en la escuela – que resultó en dos subcategorías: 3.1 - Adaptación crítica de tecnologías; y, 3.2 - Creación de nuevas tecnologías basadas en el currículo escolar. Es evidente que la escuela se muestra como un espacio privilegiado para la producción de tecnologías educativas que parten de las necesidades reales de sus asignaturas, para contribuir a superar los desafíos históricos y la transformación efectiva de la educación contemporánea.Este artigo analisa se, e como, a criação e o desenvolvimento de tecnologias digitais por professores da educação básica subsidiam o processo de apropriação crítica das tecnologias no sentido de sua emancipação como docente. A pesquisa parte de materiais produzidos em encontros com professores de três escolas públicas. A análise de conteúdo resultou na emersão das categorias: 1 - falta de autonomia em relação às tecnologias 2 - desenvolvimento de uma perspectiva crítica de tecnologias; e 3 - caminhos para integração crítica de tecnologia na escola – que resultaram em duas subcategorias: 3.1 - Adaptação crítica de tecnologias; e, 3.2 - Criação de novas tecnologias a partir do currículo da escola. Evidencia-se que a escola se mostra como um espaço privilegiado para a produção de tecnologias educacionais que partam das necessidades reais dos seus sujeitos, para contribuir com a superação dos desafios históricos e a transformação efetiva da educação contemporânea.Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)2022-02-28T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.25749/sis.25417eng2182-96402182-8474Espíndola, Marina Bazzo deCerny, Rosely ZenRocha, Julia Maria Gerhardt daSoares Neto, Francisco Fernandesinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-30T08:15:47Zoai:ojs.revistas.rcaap.pt:article/25417Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:58:56.777375Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Creation of Digital Educational Technologies by School Subjects Creación de Tecnologías Educativas Digitales por los Sujetos Escolares Criação de Tecnologias Educacionais Digitais pelos Sujeitos da Escola |
title |
Creation of Digital Educational Technologies by School Subjects |
spellingShingle |
Creation of Digital Educational Technologies by School Subjects Espíndola, Marina Bazzo de Articles |
title_short |
Creation of Digital Educational Technologies by School Subjects |
title_full |
Creation of Digital Educational Technologies by School Subjects |
title_fullStr |
Creation of Digital Educational Technologies by School Subjects |
title_full_unstemmed |
Creation of Digital Educational Technologies by School Subjects |
title_sort |
Creation of Digital Educational Technologies by School Subjects |
author |
Espíndola, Marina Bazzo de |
author_facet |
Espíndola, Marina Bazzo de Cerny, Rosely Zen Rocha, Julia Maria Gerhardt da Soares Neto, Francisco Fernandes |
author_role |
author |
author2 |
Cerny, Rosely Zen Rocha, Julia Maria Gerhardt da Soares Neto, Francisco Fernandes |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Espíndola, Marina Bazzo de Cerny, Rosely Zen Rocha, Julia Maria Gerhardt da Soares Neto, Francisco Fernandes |
dc.subject.por.fl_str_mv |
Articles |
topic |
Articles |
description |
This article analyses whether, and how, the creation of digital technologies by basic education teachers subsidizes the process of critical appropriation of digital technologies towards their professional emancipation. The research is based on materials produced during meetings with teachers from three schools. The content analysis resulted in the emergence of the following categories: 1 - lack of autonomy in relation to educational technologies; 2 - development of a critical perspective of technologies; and 3 - paths for critical integration of technology in the school – which resulted in two subcategories: 3.1 - Critical adaptation of technologies; and 3.2 - Creation of new technologies in alignment with school needs. It becomes clear that the school is a privileged space for the production of educational technologies based on the real needs of its actors, to contribute to overcoming historical challenges and the effective transformation of contemporary education. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-02-28T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.25749/sis.25417 |
url |
https://doi.org/10.25749/sis.25417 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2182-9640 2182-8474 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal) |
publisher.none.fl_str_mv |
Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal) |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799130456113807360 |