Práticas pedagógicas nos laboratórios de educação digital: um olhar acerca do currículo de tecnologias e das aprendizagens
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/17590 |
Resumo: | The theme of this research refers to the technologies used in education as pedagogical tools integrated to the Curriculum of the City of São Paulo and to the principles that involve digital culture, protagonist, autonomy, inventiveness, collaboration, reflective thinking and information as a construction of knowledge. The aim of the research is to analyze, from the perceptions of the Teachers of Digital Education (POED), how the pedagogical practices take place in the Digital Education Laboratories (LED), present in all elementary schools in the city of São Paulo, through the implementation of the Technologies for Learning Curriculum (TPA), from 2017 to 2022. The theoretical foundations of the research are based on Paulo Freire, since it was during his administration as Municipal Secretary (1989 - 1991) that the Genesis Project was established, with the computer in the teaching-learning process and including the assumptions of the conceptions of programming language and research on the use of computers in pedagogical and curricular practices. Narrative interviews were used as a constituent methodological resource as an instrument of investigation, enabling dialogue with what happens with the educators who work in the digital education labs, in a qualitative approach, based on the referential provided by Jovchelovitch and Bauer (2002). The bibliographic review of the constitution of educational computing in the city of São Paulo, the systematic mapping of literature carried out in the academic databases Brazilian Digital Library of Theses and Dissertations (BDTD) and Catalogs of Theses and Dissertations, Graduate level personnel improvement coordination (CAPES),and the documents and references to existing technologies throughout the history of the municipal education system of São Paulo, were paths followed for a better understanding of the current curriculum document. The final considerations pointed out that, through the perceptions arising from the narrative interviews, the pedagogical practices developed after the implementation of the technology curriculum were re-signified by continuous training and respect for the territories in which the schools are located. Teachers emphasized the importance of partnerships among teachers and felt stronger as learning mediators. The consideration of history, identity, and previous experiences were pointed out as significant for the success of the practices carried out, even though there are still many challenges to be overcome, caused especially by the pandemic period. |
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Tadeu, TâniaPinheiro, Rosa Aparecidahttp://lattes.cnpq.br/6292207464385037http://lattes.cnpq.br/1485958185397856c9bbc14d-c832-4b8e-92ae-dacdbedcd8902023-04-03T20:16:14Z2023-04-03T20:16:14Z2023-02-17TADEU, Tânia. Práticas pedagógicas nos laboratórios de educação digital: um olhar acerca do currículo de tecnologias e das aprendizagens. 2023. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17590.https://repositorio.ufscar.br/handle/ufscar/17590The theme of this research refers to the technologies used in education as pedagogical tools integrated to the Curriculum of the City of São Paulo and to the principles that involve digital culture, protagonist, autonomy, inventiveness, collaboration, reflective thinking and information as a construction of knowledge. The aim of the research is to analyze, from the perceptions of the Teachers of Digital Education (POED), how the pedagogical practices take place in the Digital Education Laboratories (LED), present in all elementary schools in the city of São Paulo, through the implementation of the Technologies for Learning Curriculum (TPA), from 2017 to 2022. The theoretical foundations of the research are based on Paulo Freire, since it was during his administration as Municipal Secretary (1989 - 1991) that the Genesis Project was established, with the computer in the teaching-learning process and including the assumptions of the conceptions of programming language and research on the use of computers in pedagogical and curricular practices. Narrative interviews were used as a constituent methodological resource as an instrument of investigation, enabling dialogue with what happens with the educators who work in the digital education labs, in a qualitative approach, based on the referential provided by Jovchelovitch and Bauer (2002). The bibliographic review of the constitution of educational computing in the city of São Paulo, the systematic mapping of literature carried out in the academic databases Brazilian Digital Library of Theses and Dissertations (BDTD) and Catalogs of Theses and Dissertations, Graduate level personnel improvement coordination (CAPES),and the documents and references to existing technologies throughout the history of the municipal education system of São Paulo, were paths followed for a better understanding of the current curriculum document. The final considerations pointed out that, through the perceptions arising from the narrative interviews, the pedagogical practices developed after the implementation of the technology curriculum were re-signified by continuous training and respect for the territories in which the schools are located. Teachers emphasized the importance of partnerships among teachers and felt stronger as learning mediators. The consideration of history, identity, and previous experiences were pointed out as significant for the success of the practices carried out, even though there are still many challenges to be overcome, caused especially by the pandemic period.A temática desta pesquisa refere-se as tecnologias voltadas à educação como ferramenta com caráter pedagógico e integradas ao Currículo da Cidade de São Paulo e aos princípios para o trabalho que envolvem a cultura digital, o protagonismo, a autonomia, a inventividade, a colaboração, o pensamento reflexivo e a informação como construção do conhecimento. O objetivo da investigação visa analisar, a partir das percepções dos Professores de Educação Digital (POED), como as práticas pedagógicas se realizam nos Laboratórios de Educação Digital (LED), presentes em todas as escolas de ensino fundamental da cidade de São Paulo, mediante a implementação do Currículo de Tecnologias para Aprendizagens (TPA), entre 2017 à 2022. Os fundamentos teóricos norteadores da pesquisa estão pautados em Paulo Freire, visto que foi na sua gestão enquanto Secretário Municipal (1989 – 1991) que se instituiu o Projeto Gênese, tendo o computador no processo ensino-aprendizagem e sendo incluídos, também, os pressupostos das concepções da linguagem de programação e investigações sobre o uso de computadores nas práticas pedagógicas e curriculares. Entrevistas narrativas foram utilizadas como recurso metodológico constituintes como instrumento de investigação, possibilitando o diálogo com o que ocorre com os educadores que atuam nos laboratórios de educação digital, em abordagem qualitativa, a partir do referencial previsto por Jovchelovitch e Bauer (2002). A revisão bibliográfica da constituição da informática educativa na cidade de São Paulo, o mapeamento sistemático de literatura realizado nas bases acadêmicas Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) e Catálogos de Teses e Dissertações, Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), e os documentos e referenciais de tecnologias existentes ao longo da história da rede municipal de educação de São Paulo, foram caminhos percorridos para um maior entendimento do atual documento curricular. As considerações finais apontaram que, por meio das percepções advindas pelas entrevistas narrativas, as práticas pedagógicas desenvolvidas a partir da implementação do currículo de tecnologias foram ressignificadas pelas formações continuadas e no respeito aos territórios em que as escolas estão inseridas. Os professores enfatizaram a importância das parcerias entre os docentes e se perceberam mais fortalecidos como mediadores das aprendizagens. A consideração da história, da identidade e das experiências anteriores foram apontadas como significativas para o sucesso das práticas realizadas, muito embora ocorram ainda muitos desafios a serem superados, provocados especialmente pelo período pandêmico.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus SorocabaPrograma de Pós-Graduação em Educação - PPGEd-SoUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessCurrículo de TecnologiasTecnologia EducacionalPráticas PedagógicasTechnology CurriculumEducational TechnologyPedagogical PracticesCIENCIAS HUMANAS::EDUCACAO::CURRICULOCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOPráticas pedagógicas nos laboratórios de educação digital: um olhar acerca do currículo de tecnologias e das aprendizagensPedagogical practices in digital education laboratories: a look at the technology and learning curriculuminfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis60060091cc5eb4-8f77-484f-8089-9cf106fd2761reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissertação Mestrado Tania Tadeu.pdfDissertação Mestrado Tania Tadeu.pdfDissertação Mestradoapplication/pdf3449543https://repositorio.ufscar.br/bitstream/ufscar/17590/1/Disserta%c3%a7%c3%a3o%20Mestrado%20Tania%20Tadeu.pdff4dd10487bf1278afcc87b3ba41b158aMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8810https://repositorio.ufscar.br/bitstream/ufscar/17590/2/license_rdff337d95da1fce0a22c77480e5e9a7aecMD52TEXTDissertação Mestrado Tania Tadeu.pdf.txtDissertação Mestrado Tania Tadeu.pdf.txtExtracted texttext/plain338233https://repositorio.ufscar.br/bitstream/ufscar/17590/3/Disserta%c3%a7%c3%a3o%20Mestrado%20Tania%20Tadeu.pdf.txta14526bd38d71ef8275358edaa397991MD53THUMBNAILDissertação Mestrado Tania Tadeu.pdf.jpgDissertação Mestrado Tania Tadeu.pdf.jpgIM Thumbnailimage/jpeg6263https://repositorio.ufscar.br/bitstream/ufscar/17590/4/Disserta%c3%a7%c3%a3o%20Mestrado%20Tania%20Tadeu.pdf.jpg9c135f3460cb3a550f6cfed6e2bb641cMD54ufscar/175902023-09-18 18:32:34.865oai:repositorio.ufscar.br:ufscar/17590Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:34Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Práticas pedagógicas nos laboratórios de educação digital: um olhar acerca do currículo de tecnologias e das aprendizagens |
dc.title.alternative.eng.fl_str_mv |
Pedagogical practices in digital education laboratories: a look at the technology and learning curriculum |
title |
Práticas pedagógicas nos laboratórios de educação digital: um olhar acerca do currículo de tecnologias e das aprendizagens |
spellingShingle |
Práticas pedagógicas nos laboratórios de educação digital: um olhar acerca do currículo de tecnologias e das aprendizagens Tadeu, Tânia Currículo de Tecnologias Tecnologia Educacional Práticas Pedagógicas Technology Curriculum Educational Technology Pedagogical Practices CIENCIAS HUMANAS::EDUCACAO::CURRICULO CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Práticas pedagógicas nos laboratórios de educação digital: um olhar acerca do currículo de tecnologias e das aprendizagens |
title_full |
Práticas pedagógicas nos laboratórios de educação digital: um olhar acerca do currículo de tecnologias e das aprendizagens |
title_fullStr |
Práticas pedagógicas nos laboratórios de educação digital: um olhar acerca do currículo de tecnologias e das aprendizagens |
title_full_unstemmed |
Práticas pedagógicas nos laboratórios de educação digital: um olhar acerca do currículo de tecnologias e das aprendizagens |
title_sort |
Práticas pedagógicas nos laboratórios de educação digital: um olhar acerca do currículo de tecnologias e das aprendizagens |
author |
Tadeu, Tânia |
author_facet |
Tadeu, Tânia |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/1485958185397856 |
dc.contributor.author.fl_str_mv |
Tadeu, Tânia |
dc.contributor.advisor1.fl_str_mv |
Pinheiro, Rosa Aparecida |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6292207464385037 |
dc.contributor.authorID.fl_str_mv |
c9bbc14d-c832-4b8e-92ae-dacdbedcd890 |
contributor_str_mv |
Pinheiro, Rosa Aparecida |
dc.subject.por.fl_str_mv |
Currículo de Tecnologias Tecnologia Educacional Práticas Pedagógicas |
topic |
Currículo de Tecnologias Tecnologia Educacional Práticas Pedagógicas Technology Curriculum Educational Technology Pedagogical Practices CIENCIAS HUMANAS::EDUCACAO::CURRICULO CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Technology Curriculum Educational Technology Pedagogical Practices |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::CURRICULO CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
The theme of this research refers to the technologies used in education as pedagogical tools integrated to the Curriculum of the City of São Paulo and to the principles that involve digital culture, protagonist, autonomy, inventiveness, collaboration, reflective thinking and information as a construction of knowledge. The aim of the research is to analyze, from the perceptions of the Teachers of Digital Education (POED), how the pedagogical practices take place in the Digital Education Laboratories (LED), present in all elementary schools in the city of São Paulo, through the implementation of the Technologies for Learning Curriculum (TPA), from 2017 to 2022. The theoretical foundations of the research are based on Paulo Freire, since it was during his administration as Municipal Secretary (1989 - 1991) that the Genesis Project was established, with the computer in the teaching-learning process and including the assumptions of the conceptions of programming language and research on the use of computers in pedagogical and curricular practices. Narrative interviews were used as a constituent methodological resource as an instrument of investigation, enabling dialogue with what happens with the educators who work in the digital education labs, in a qualitative approach, based on the referential provided by Jovchelovitch and Bauer (2002). The bibliographic review of the constitution of educational computing in the city of São Paulo, the systematic mapping of literature carried out in the academic databases Brazilian Digital Library of Theses and Dissertations (BDTD) and Catalogs of Theses and Dissertations, Graduate level personnel improvement coordination (CAPES),and the documents and references to existing technologies throughout the history of the municipal education system of São Paulo, were paths followed for a better understanding of the current curriculum document. The final considerations pointed out that, through the perceptions arising from the narrative interviews, the pedagogical practices developed after the implementation of the technology curriculum were re-signified by continuous training and respect for the territories in which the schools are located. Teachers emphasized the importance of partnerships among teachers and felt stronger as learning mediators. The consideration of history, identity, and previous experiences were pointed out as significant for the success of the practices carried out, even though there are still many challenges to be overcome, caused especially by the pandemic period. |
publishDate |
2023 |
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2023-04-03T20:16:14Z |
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2023-04-03T20:16:14Z |
dc.date.issued.fl_str_mv |
2023-02-17 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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TADEU, Tânia. Práticas pedagógicas nos laboratórios de educação digital: um olhar acerca do currículo de tecnologias e das aprendizagens. 2023. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17590. |
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https://repositorio.ufscar.br/handle/ufscar/17590 |
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TADEU, Tânia. Práticas pedagógicas nos laboratórios de educação digital: um olhar acerca do currículo de tecnologias e das aprendizagens. 2023. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17590. |
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Universidade Federal de São Carlos Câmpus Sorocaba |
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Universidade Federal de São Carlos Câmpus Sorocaba |
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