Educação Mediada por Tecnologias: formação docente e inovação metodológica

• Autor(a) principal: Albuquerque, Aline Vieira de
• Data de Publicação: 2022
• Outros Autores: [e-mail]
• 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/1/18835
• topic: Teacher training; Active Methodologies; Hybrid Teaching; Technologies in Education; Formação de Professores; Metodologias Ativas; Ensino Híbrido; Tecnologias na Educação; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO

The changes in society caused by Information and Communication Technologies - ICT require educators to rethink their practices to meet the expectations of today's students, connected, with access to a fast flow of information. In this context, the pedagogical practices that worked yesterday do not necessarily meet the current reality, and active learning methodologies, with the use of digital and non-digital technologies, can be allies of the teacher in proposing activities that privilege protagonism, autonomy and consequently student learning. Thus, we believe that continuing teacher education as a process that promotes dialogue, working together, the exchange of ideas, practices, knowledge, and critical thinking, is an essential strategy to prepare the educator to deal with constant social changes. in the world around them and, with that, can take advantage of the potential of ICT to adopt innovations in the classroom. In order to reach the results, a path was followed that involved studies of bibliographic references, following the Pedagogical Journey held in 2019, which was an ongoing training initiative for educators at Sesc Pará, whose central theme was active learning methodologies and in which applied the first two stages of this research, which consisted of collecting quantitative and qualitative data. Due to the Covid-19 pandemic, it was only possible to carry out the next stage in 2021, with focus groups in which educators told their experiences based on the knowledge obtained in the training carried out in 2019 and the experience of remote emergency teaching in 2020 and hybrid teaching in the second half of 2021. The investigation of the results allowed us to elucidate capable of responding to the hypothesis formulated in the research, as the results showed that the fact that Sesc Pará educators systematically participate in continuing education initiatives was preponderant, in order, even with some initial difficulties, to carry out successful initiatives with the use of active methodologies that put the student as the protagonist and thus contributed to the teaching and learning process.