Creation of Digital Educational Technologies by School Subjects: A Process of Emancipation
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: | http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742022000200007 |
Resumo: | Abstract 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 Subjects: A Process of Emancipationeducational technologyteacher participationteaching practicecritical thinkingcurriculum designAbstract 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.Instituto de Educação da Universidade de Lisboa2022-06-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articletext/htmlhttp://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742022000200007Sisyphus - Journal of Education v.10 n.1 2022reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttp://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742022000200007Espíndola,Marina Bazzo deCerny,Rosely ZenRocha,Julia Maria Gerhardt daSoares Neto,Francisco Fernandesinfo:eu-repo/semantics/openAccess2024-02-06T17:29:21Zoai:scielo:S2182-84742022000200007Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:33:20.387771Repositório 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: A Process of Emancipation |
title |
Creation of Digital Educational Technologies by School Subjects: A Process of Emancipation |
spellingShingle |
Creation of Digital Educational Technologies by School Subjects: A Process of Emancipation Espíndola,Marina Bazzo de educational technology teacher participation teaching practice critical thinking curriculum design |
title_short |
Creation of Digital Educational Technologies by School Subjects: A Process of Emancipation |
title_full |
Creation of Digital Educational Technologies by School Subjects: A Process of Emancipation |
title_fullStr |
Creation of Digital Educational Technologies by School Subjects: A Process of Emancipation |
title_full_unstemmed |
Creation of Digital Educational Technologies by School Subjects: A Process of Emancipation |
title_sort |
Creation of Digital Educational Technologies by School Subjects: A Process of Emancipation |
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 |
educational technology teacher participation teaching practice critical thinking curriculum design |
topic |
educational technology teacher participation teaching practice critical thinking curriculum design |
description |
Abstract 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 |
2022-06-01 |
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 |
http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742022000200007 |
url |
http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742022000200007 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742022000200007 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Instituto de Educação da Universidade de Lisboa |
publisher.none.fl_str_mv |
Instituto de Educação da Universidade de Lisboa |
dc.source.none.fl_str_mv |
Sisyphus - Journal of Education v.10 n.1 2022 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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