Atos de currículo na educação online

• Autor(a) principal: Carvalho, Felipe da Silva Ponte de
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10681
• topic: Cyberculture; Online Education; Curriculum Acts; Multireferenciality; Research-Formation; Cibercultura; Educação Online; Atos de currículo; Multirreferencialidade; Pesquisa-formação; Educação; Ensino superior - Efeito das inovações tecnológicas; Computadores e civilização; Currículos; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL

With the exponential growth of networked digital technologies and its appropriation in everyday life, new cultural and communicative practices emerged fostering the cyberculture. This, in turn, has affected many spacetimes of educational processes, enabling new forms of interaction and learning-teaching network. Aligned to the Data analysis in cyberculture research-training research project that has been developed in our Research Group (GPDOC), this master dissertation attempted to investigate "How online curriculum acts can contribute in the formative context of 'Educational Technology' online discipline of the Faculty of Education of the Rio de Janeiro State University?" To research this question, we proposed a instructional design based on online curriculum acts for the second semester of 2014 of the referred discipline. The intensive use of online mediated devices (Moodle platform and digital interfaces) are sustained by the complexity principle (Morin) to dialogue with the assumptions of the everyday life research (Michel de Certeau), the emerging paradigm (Boaventura Santos) and the multireferential formation-research (Roberto Macedo, Edméa Santos, Jacques Ardoino). This study revealed the following findings from the narratives and images analysis: a) online teaching mediation for collaboration made possible the dialogue, interactivity and active participation among cultural practitioners; b) the multireferential distributed practice value not only scientific knowledge, but also the knowledge of culture, materialized in online everyday interactions of the curriculum acts; c) the formative ubiquitous ambiences, favored by the digital technology hybridity, enable the development of horizontal formative processes between students and teachers. Thus, we conclude that the creation of a didactic design in curriculum acts should be guided by actions that take into account the teaching mediation for sharing and promoting collaborative learning networking, the creative teaching and the hybrid ambiences