O uso dos dispositivos móveis no ambiente escolar: uma experiência no Ensino Fundamental

• Autor(a) principal: Hitzschky, Rayssa Araújo
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/30692
• topic: Dispositivos móveis; Aprendizagem móvel; Ensino Fundamental; Mobile devices; Mobile learning

The constant use of mobile devices in society has been fostering an increasingly expressive discussion about the importance of these resources for social dynamics, including through the contributions they can bring to the school context. Different national initiatives express the need to bring to school approaches that more comprehensively contemplate the use of these digital technologies as a way of bringing transmutations to the educational environment, in their practices and pedagogical approaches. However, the initiatives found are still few in the face of new social / educational demands and that set new perspectives for teaching and learning. Thus, the present work of completion of the Pedagogy course presents a research that sought to understand the contributions offered by the use of mobile technologies in the school context and the possibilities presented by mobile learning in Elementary School. As a theoretical basis, the conception of mobile learning in the light of Tarouco (2014), as well as the contributions offered by the use of mobile devices with authors such as Kenski (2000), Zednik et al. (2014), Prado Rosa et al (2015) and Castro-Filho et al (2015). In addition, experiences will be evidenced with the use of these technologies in school, in particular, the One Computer Per Student (UCA) Project. As a methodology, qualitative research was adopted, using participant observation techniques, records in field journals, as well as videos, audios and photographic records. From this experience, a process of participatory learning was verified by the students during the proposed activities, the student protagonism and, above all, the amplification of the knowledge studied from the presence of the mobile technologies. With this insertion, the students demonstrated autonomous and critical postures of the acquired knowledge through the possibilities offered by mobile learning.