Reflexos da formação docente – uso de tecnologias digitais na prática profissional
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/18025 |
Resumo: | In a context of easily accessible digital devices and subjects that are fulltime connected to the internet, the current research aims to identify whether teacher training undergraduate programs – taught online – form teachers that are promote a savvier use of technological resources in virtue of the methodology the chose for studying. Conversely, whether the distance educational trajectory – which presupposes heavy use of digital interfaces – finds itself disconnected to the social practices and students’ realities. We intent to reflect on the commonsense notion that graduates that come from distance education courses – and therefore have previously been immersed in digital platforms – make more frequent and meaningful uses of digital devices in their teaching practices, when compared to their peers that have graduated from on-site courses. Also, we aim to investigate whether they develop the necessary competencies that are required for teaching nowadays. This is descriptive research of a quantitative and qualitative nature that combines two methods - semi-structured interview and questionnaire - aiming to understand the phenomena in their complexity. The data collection was carried out in two stages: a semi-structured interview followed by a questionnaire. For the theoretical framework, we made use of Masetto (2018), Gatti (2016) and Kenski (2016) to discuss teacher training; Hargreaves (2003) to discuss knowledge society and Moran (2018) to discuss the realities of face-to-face and distance educations. On aspect that came to light during the research was the relationship between teaching and curiosity as a key factor for the incorporation of digital technologies in professional practice. There is a clear acknowledgement of the lack of necessary infrastructure in institutions in terms of tools and internet connectivity. Confronted with this, what we were able to observe are educators motivated to investigate and discover new possible paths for a teaching more attuned to the reality of society. |
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Oliveira, Eloiza da Silva Gomes de17880378715http://lattes.cnpq.br/7480155728027813Lo Bianco, Vittorio Leandro Oliveira10538490799http://lattes.cnpq.br/3148445909393257Xavier, Carla Cristina Munhoz32854785860http://lattes.cnpq.br/4020692168778444Amado, Luiz Antonio Saléh73253375749http://lattes.cnpq.br/9927528393436035Fernandes, Ediclea Mascarenhas70028982720http://lattes.cnpq.br/476900882132029506959090709http://lattes.cnpq.br/8231432041147125Almeida, Clarisse de Mendonça eclarissealm@gmail.com2022-07-11T13:28:20Z2022-05-18ALMEIDA, Clarisse de Mendonça e. Reflexos da formação docente: uso de tecnologias digitais na prática profissional. 2022. 112 f. Tese (Doutorado em Políticas Públicas e Formação Humana) - Centro de Educação e Humanidades, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022.http://www.bdtd.uerj.br/handle/1/18025In a context of easily accessible digital devices and subjects that are fulltime connected to the internet, the current research aims to identify whether teacher training undergraduate programs – taught online – form teachers that are promote a savvier use of technological resources in virtue of the methodology the chose for studying. Conversely, whether the distance educational trajectory – which presupposes heavy use of digital interfaces – finds itself disconnected to the social practices and students’ realities. We intent to reflect on the commonsense notion that graduates that come from distance education courses – and therefore have previously been immersed in digital platforms – make more frequent and meaningful uses of digital devices in their teaching practices, when compared to their peers that have graduated from on-site courses. Also, we aim to investigate whether they develop the necessary competencies that are required for teaching nowadays. This is descriptive research of a quantitative and qualitative nature that combines two methods - semi-structured interview and questionnaire - aiming to understand the phenomena in their complexity. The data collection was carried out in two stages: a semi-structured interview followed by a questionnaire. For the theoretical framework, we made use of Masetto (2018), Gatti (2016) and Kenski (2016) to discuss teacher training; Hargreaves (2003) to discuss knowledge society and Moran (2018) to discuss the realities of face-to-face and distance educations. On aspect that came to light during the research was the relationship between teaching and curiosity as a key factor for the incorporation of digital technologies in professional practice. There is a clear acknowledgement of the lack of necessary infrastructure in institutions in terms of tools and internet connectivity. Confronted with this, what we were able to observe are educators motivated to investigate and discover new possible paths for a teaching more attuned to the reality of society.Diante do reconhecimento de um cenário de ampla aquisição de aparatos digitais, de sujeitos conectados fulltime à internet, a presente pesquisa se propõe a identificar se cursos de licenciatura – ofertados a distância – formam professores que promovem um uso diferenciado dos recursos tecnológicos na prática profissional, em razão da metodologia que optaram estudar. Ou caso contrário, se a trajetória formativa a distância – que pressupõe o uso maciço de interfaces digitais – se encontra desconectada das práticas da sociedade e da realidade dos alunos. Pretendemos, ainda, refletir sobre a visão do senso comum de que aqueles egressos, inseridos nas plataformas digitais dos cursos a distância, mantêm uma relação mais próxima e mais atuante com os recursos tecnológicos do que aqueles advindos dos cursos presenciais. E ainda, se desenvolvem as competências necessárias e exigidas para a docência atual. Trata-se de uma pesquisa descritiva de cunho quantitativo e qualitativo que conjuga dois métodos – entrevista semiestruturada e questionário - visando compreender os fenômenos em sua complexidade. Para a coleta de dados, e seguindo os objetivos e as indagações definidos previamente para a pesquisa, optou-se pela realização dessa etapa em dois momentos. Para a coleta de dados, optou-se pela realização dessa etapa em dois momentos: entrevista semiestruturada seguido de aplicação de questionário. Como referenciais teóricos, buscou-se o apoio de Masetto (2018), Gatti (2016) e Kenski (2016) para tratar a formação docente; Hargreaves (2003) ao tratar da sociedade do conhecimento e Moran (2018) sobre a realidade da docência presencial e a distância. Um dos pontos evidenciados na pesquisa mostra a curiosidade inerente à docência como fator primordial para a incorporação de tecnologias digitais na prática profissional. Há um claro reconhecimento da falta de infraestrutura necessária nas instituições no que se refere a ferramentas e à conectividade com a internet. Diante disso, o que se percebe são educadores motivados a investigar e descobrir novos caminhos possíveis para uma docência mais antenada com a realidade da sociedade.Submitted by Mariangela CEH/A (marianfig.uerj@gmail.com) on 2022-07-11T13:28:20Z No. of bitstreams: 2 Tese - Clarisse de Mendonça e Almeida - 2022 - Completa.pdf: 1511999 bytes, checksum: 657485b1cfcbf2e1be4e8a8d804cbb09 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-07-11T13:28:20Z (GMT). No. of bitstreams: 2 Tese - Clarisse de Mendonça e Almeida - 2022 - Completa.pdf: 1511999 bytes, checksum: 657485b1cfcbf2e1be4e8a8d804cbb09 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2022-05-18application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em Políticas Públicas e Formação HumanaUERJBrasilCentro de Educação e Humanidadeshttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessFormação docenteAtuação docenteTecnologias digitaisTeacher trainingTeacher performanceDigital TechnologiesCIENCIAS HUMANAS::EDUCACAOReflexos da formação docente – uso de tecnologias digitais na prática profissionalReflections of teacher training - use of digital technologies in professional practiceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALTese - Clarisse de Mendonça e Almeida - 2022 - Completa.pdfTese - Clarisse de Mendonça e Almeida - 2022 - Completa.pdfapplication/pdf1511999http://www.bdtd.uerj.br/bitstream/1/18025/5/Tese+-+Clarisse+de+Mendon%C3%A7a+e+Almeida+-+2022+-+Completa.pdf657485b1cfcbf2e1be4e8a8d804cbb09MD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
Reflexos da formação docente – uso de tecnologias digitais na prática profissional |
dc.title.alternative.eng.fl_str_mv |
Reflections of teacher training - use of digital technologies in professional practice |
title |
Reflexos da formação docente – uso de tecnologias digitais na prática profissional |
spellingShingle |
Reflexos da formação docente – uso de tecnologias digitais na prática profissional Almeida, Clarisse de Mendonça e Formação docente Atuação docente Tecnologias digitais Teacher training Teacher performance Digital Technologies CIENCIAS HUMANAS::EDUCACAO |
title_short |
Reflexos da formação docente – uso de tecnologias digitais na prática profissional |
title_full |
Reflexos da formação docente – uso de tecnologias digitais na prática profissional |
title_fullStr |
Reflexos da formação docente – uso de tecnologias digitais na prática profissional |
title_full_unstemmed |
Reflexos da formação docente – uso de tecnologias digitais na prática profissional |
title_sort |
Reflexos da formação docente – uso de tecnologias digitais na prática profissional |
author |
Almeida, Clarisse de Mendonça e |
author_facet |
Almeida, Clarisse de Mendonça e clarissealm@gmail.com |
author_role |
author |
author2 |
clarissealm@gmail.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Oliveira, Eloiza da Silva Gomes de |
dc.contributor.advisor1ID.fl_str_mv |
17880378715 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7480155728027813 |
dc.contributor.referee1.fl_str_mv |
Lo Bianco, Vittorio Leandro Oliveira |
dc.contributor.referee1ID.fl_str_mv |
10538490799 |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3148445909393257 |
dc.contributor.referee2.fl_str_mv |
Xavier, Carla Cristina Munhoz |
dc.contributor.referee2ID.fl_str_mv |
32854785860 |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4020692168778444 |
dc.contributor.referee3.fl_str_mv |
Amado, Luiz Antonio Saléh |
dc.contributor.referee3ID.fl_str_mv |
73253375749 |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/9927528393436035 |
dc.contributor.referee4.fl_str_mv |
Fernandes, Ediclea Mascarenhas |
dc.contributor.referee4ID.fl_str_mv |
70028982720 |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/4769008821320295 |
dc.contributor.authorID.fl_str_mv |
06959090709 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8231432041147125 |
dc.contributor.author.fl_str_mv |
Almeida, Clarisse de Mendonça e clarissealm@gmail.com |
contributor_str_mv |
Oliveira, Eloiza da Silva Gomes de Lo Bianco, Vittorio Leandro Oliveira Xavier, Carla Cristina Munhoz Amado, Luiz Antonio Saléh Fernandes, Ediclea Mascarenhas |
dc.subject.por.fl_str_mv |
Formação docente Atuação docente Tecnologias digitais |
topic |
Formação docente Atuação docente Tecnologias digitais Teacher training Teacher performance Digital Technologies CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teacher training Teacher performance Digital Technologies |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
In a context of easily accessible digital devices and subjects that are fulltime connected to the internet, the current research aims to identify whether teacher training undergraduate programs – taught online – form teachers that are promote a savvier use of technological resources in virtue of the methodology the chose for studying. Conversely, whether the distance educational trajectory – which presupposes heavy use of digital interfaces – finds itself disconnected to the social practices and students’ realities. We intent to reflect on the commonsense notion that graduates that come from distance education courses – and therefore have previously been immersed in digital platforms – make more frequent and meaningful uses of digital devices in their teaching practices, when compared to their peers that have graduated from on-site courses. Also, we aim to investigate whether they develop the necessary competencies that are required for teaching nowadays. This is descriptive research of a quantitative and qualitative nature that combines two methods - semi-structured interview and questionnaire - aiming to understand the phenomena in their complexity. The data collection was carried out in two stages: a semi-structured interview followed by a questionnaire. For the theoretical framework, we made use of Masetto (2018), Gatti (2016) and Kenski (2016) to discuss teacher training; Hargreaves (2003) to discuss knowledge society and Moran (2018) to discuss the realities of face-to-face and distance educations. On aspect that came to light during the research was the relationship between teaching and curiosity as a key factor for the incorporation of digital technologies in professional practice. There is a clear acknowledgement of the lack of necessary infrastructure in institutions in terms of tools and internet connectivity. Confronted with this, what we were able to observe are educators motivated to investigate and discover new possible paths for a teaching more attuned to the reality of society. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-07-11T13:28:20Z |
dc.date.issued.fl_str_mv |
2022-05-18 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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dc.identifier.citation.fl_str_mv |
ALMEIDA, Clarisse de Mendonça e. Reflexos da formação docente: uso de tecnologias digitais na prática profissional. 2022. 112 f. Tese (Doutorado em Políticas Públicas e Formação Humana) - Centro de Educação e Humanidades, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/18025 |
identifier_str_mv |
ALMEIDA, Clarisse de Mendonça e. Reflexos da formação docente: uso de tecnologias digitais na prática profissional. 2022. 112 f. Tese (Doutorado em Políticas Públicas e Formação Humana) - Centro de Educação e Humanidades, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022. |
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Universidade do Estado do Rio de Janeiro |
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UERJ |
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Universidade do Estado do Rio de Janeiro |
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