A influência dos Smartphones na relação ensino/aprendizagem em uma escola de ensino médio da zona rural da região metropolitana de São Luís/Ma
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFMA |
Texto Completo: | https://tedebc.ufma.br/jspui/handle/tede/tede/3131 |
Resumo: | The development of digital technologies has brought a significant set of changes to the teaching and learning process, from mobile communication and information devices to new methodologies and conceptual models of teaching. The purpose of this study was to analyze the influence of smart-phones in a rural school, their use in pedagogical activities, transformations in teaching-learning relationships, and the consequences on teaching-learning relations in the exchange of information and knowledge. The school was located in the municipality of Paço do Lumiar, an area in transition from rural to urban as it is absorbed by metropolitan region of São Luís / MA, Brazil. The qualitative/quantitative approach is used in field research in the perspective of “Dialectical Historical Materialism” and the instruments used were: observations recorded in field notes, questionnaires completed by seventy-one students, and interviews with four teachers. The results show that the use of the smart-phone in the classroom can constitute a transforming material element of the pedagogical praxis, and that the teachers who have started to introduce it into their classroom practices have been successful, despite what we classify as "functional deviation in the digital immersion" (DFID), a phenomenon widely observed by teachers which gives rise to concern on their part, as the device has a subjective rather than objective functionality, being multifunctional, or dysfunctional (as Baudrillard tells us about technological objects: gadgets). Another result observed was the need for greater attention from the educational authorities in Maranhão to the quality of the connectivity infrastructure offered by the school unit, which in this case is precarious, and we can infer that other rural school units more distant from large urban centers suffer from the same precariousness. This is incompatible with the educational and pedagogical needs of the 21st century, relegating the school community to a process of "digital exclusion", which in this case is promoted by the educational institution. We also note the need for a curriculum that is formative and teaching that is more adapted to the times of ubiquitous connectivity, as is the case of the “web curriculum”, a curricular proposal more appropriate to our times. References for this research include among others - for the question of technological objects and cyberculture: Pierre Lévy (1993/1995/1999) and Jean Baudrillard (1992/1995/2009); for the methodology of Dialectical Historical Materialism: Karl Marx (2008), Karel Kosik (2002), Frigotto (2000), Vazquez (2003); instruments: Triviños (1987) and Manzini (2003); State of knowledge: Ferreira (2002) and Romanowski (2006); Knowledge of Teaching: Tardif (2000) and Masetto (2000). |
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LAUANDE, Maria de Fátima Ribeiro Franco076475493-91http://lattes.cnpq.br/2263261015778150LAUANDE, Maria de Fátima Ribeiro Francohttp://lattes.cnpq.br/2263261015778150PORTELA, Edinólia Limahttp://lattes.cnpq.br/5507233104134545BOTTENTUIT JUNIOR, João Batistahttp://lattes.cnpq.br/4828197220419425749864143-72http://lattes.cnpq.br/9251940818307784PORTELA , Christian Albert da Silva2021-01-13T12:33:50Z2019-02-12PORTELA, Christian Albert da Silva. A influência dos Smartphones na relação ensino/aprendizagem em uma escola de ensino médio da zona rural da região metropolitana de São Luís/Ma. 2019. 111 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2019.https://tedebc.ufma.br/jspui/handle/tede/tede/3131The development of digital technologies has brought a significant set of changes to the teaching and learning process, from mobile communication and information devices to new methodologies and conceptual models of teaching. The purpose of this study was to analyze the influence of smart-phones in a rural school, their use in pedagogical activities, transformations in teaching-learning relationships, and the consequences on teaching-learning relations in the exchange of information and knowledge. The school was located in the municipality of Paço do Lumiar, an area in transition from rural to urban as it is absorbed by metropolitan region of São Luís / MA, Brazil. The qualitative/quantitative approach is used in field research in the perspective of “Dialectical Historical Materialism” and the instruments used were: observations recorded in field notes, questionnaires completed by seventy-one students, and interviews with four teachers. The results show that the use of the smart-phone in the classroom can constitute a transforming material element of the pedagogical praxis, and that the teachers who have started to introduce it into their classroom practices have been successful, despite what we classify as "functional deviation in the digital immersion" (DFID), a phenomenon widely observed by teachers which gives rise to concern on their part, as the device has a subjective rather than objective functionality, being multifunctional, or dysfunctional (as Baudrillard tells us about technological objects: gadgets). Another result observed was the need for greater attention from the educational authorities in Maranhão to the quality of the connectivity infrastructure offered by the school unit, which in this case is precarious, and we can infer that other rural school units more distant from large urban centers suffer from the same precariousness. This is incompatible with the educational and pedagogical needs of the 21st century, relegating the school community to a process of "digital exclusion", which in this case is promoted by the educational institution. We also note the need for a curriculum that is formative and teaching that is more adapted to the times of ubiquitous connectivity, as is the case of the “web curriculum”, a curricular proposal more appropriate to our times. References for this research include among others - for the question of technological objects and cyberculture: Pierre Lévy (1993/1995/1999) and Jean Baudrillard (1992/1995/2009); for the methodology of Dialectical Historical Materialism: Karl Marx (2008), Karel Kosik (2002), Frigotto (2000), Vazquez (2003); instruments: Triviños (1987) and Manzini (2003); State of knowledge: Ferreira (2002) and Romanowski (2006); Knowledge of Teaching: Tardif (2000) and Masetto (2000).O desenvolvimento das tecnologias digitais trouxe ao processo de ensino e de aprendizagem um conjunto significativo de mudanças que vão desde os dispositivos móveis de comunicação e informação, passando por novas metodologias e modelos conceituais de ensino. Objetiva-se analisar a influência dos smartphones em uma escola rural do município de Paço do Lumiar, região metropolitana de São Luís/MA, a sua utilização nas atividades pedagógicas e as suas transformações suscitadas nas relações de ensino/aprendizagem; suas consequências nas relações professor/aluno na troca de informações e conhecimentos. Utiliza-se da abordagem qualitativa/quantitativa em uma pesquisa de campo na perspectiva do “Materialismo Histórico Dialético”, onde os instrumentos utilizados foram: a observação com registro em caderno de campo, questionário aplicado a 71(setenta e um) alunos, e entrevista com 4(quatro) professores. Os resultados demonstraram que a tecnologia do smartphone em sala de aula se constitui como o elemento material transformador da práxis pedagógica e que os professores que se propõem a deixar de rivalizar com ele e passam a introduzi-lo nas suas práticas em sala de aula, têm obtido êxito, apesar daquilo que nós classificamos como “desvio funcional na imersão digital” (DFID), fenômeno bastante observado por professores e que enseja preocupação por parte dos mesmos, que surge em função do aparelho não possuir uma funcionalidade objetiva, mas sim subjetiva, por ser multifuncional, ou disfuncional (como nos diz Baudrillard sobre os objetos tecnológicos: gadgets). Um outro resultado observado foi a necessidade de maior atenção das autoridades educacionais maranhenses para a qualidade da infraestrutura de conectividade oferecida pela unidade escolar que, neste caso, é precária, onde podemos inferir que outras unidades escolares rurais mais distantes dos grandes centros urbanos, sofrem da mesma precariedade. O que é incompatível com as necessidades educacionais e, portanto, pedagógicas do Sec. XXI, relegando a comunidade escolar a um processo de “exclusão digital”, que, neste caso, é promovida pela instituição educativa. Observamos também a necessidade de um currículo tanto formativo quanto para o ensino que seja mais adaptado aos tempos da conectividade da mobilidade e da ubiquidade como é o caso do “web currículo”, uma proposta curricular adequada aos nossos tempos. Serviram de referência para esta pesquisa, dentre outros: para a questão dos objetos tecnológicos e da cibercultura: Pierre Lévy (1993/1995/1999) e Jean Baudrillard (1992/ 1995/ 1996/ 2009); para a metodologia do “Materialismo Histórico Dialético”: Karl Marx (2008), Karel Kosik (2002), Frigotto (2000), Vazquez (2003); instrumentos: Triviños (1987) e Manzini (2003); Estado do conhecimento: Ferreira (2002) e Romanowski (2006); Saberes da Docência: Tardif (2000) e Masetto (2000).Submitted by Sheila MONTEIRO (sheila.monteiro@ufma.br) on 2021-01-13T12:33:50Z No. of bitstreams: 1 CHRISTIAN-PORTELA.pdf: 1390777 bytes, checksum: 29f436e7f65d77ffbe1c9fbdf4a2e14d (MD5)Made available in DSpace on 2021-01-13T12:33:50Z (GMT). No. of bitstreams: 1 CHRISTIAN-PORTELA.pdf: 1390777 bytes, checksum: 29f436e7f65d77ffbe1c9fbdf4a2e14d (MD5) Previous issue date: 2019-02-12application/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSOUFMABrasilDEPARTAMENTO DE EDUCAÇÃO II/CCSOEducaçãoTecnologiaSmartphoneEnsino-aprendizagemEducationTechnologieSmartphoneTeaching-learningTecnologia EducacionalA influência dos Smartphones na relação ensino/aprendizagem em uma escola de ensino médio da zona rural da região metropolitana de São Luís/MaThe influence of Smartphones on the teaching / learning relationship in a high school in the rural area of the metropolitan region of São Luís / Mainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFMAinstname:Universidade Federal do Maranhão (UFMA)instacron:UFMAORIGINALCHRISTIAN-PORTELA.pdfCHRISTIAN-PORTELA.pdfapplication/pdf1390777http://tedebc.ufma.br:8080/bitstream/tede/3131/2/CHRISTIAN-PORTELA.pdf29f436e7f65d77ffbe1c9fbdf4a2e14dMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82255http://tedebc.ufma.br:8080/bitstream/tede/3131/1/license.txt97eeade1fce43278e63fe063657f8083MD51tede/31312021-01-13 09:33:50.274oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttps://tedebc.ufma.br/jspui/PUBhttp://tedebc.ufma.br:8080/oai/requestrepositorio@ufma.br||repositorio@ufma.bropendoar:21312021-01-13T12:33:50Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)false |
dc.title.por.fl_str_mv |
A influência dos Smartphones na relação ensino/aprendizagem em uma escola de ensino médio da zona rural da região metropolitana de São Luís/Ma |
dc.title.alternative.eng.fl_str_mv |
The influence of Smartphones on the teaching / learning relationship in a high school in the rural area of the metropolitan region of São Luís / Ma |
title |
A influência dos Smartphones na relação ensino/aprendizagem em uma escola de ensino médio da zona rural da região metropolitana de São Luís/Ma |
spellingShingle |
A influência dos Smartphones na relação ensino/aprendizagem em uma escola de ensino médio da zona rural da região metropolitana de São Luís/Ma PORTELA , Christian Albert da Silva Educação Tecnologia Smartphone Ensino-aprendizagem Education Technologie Smartphone Teaching-learning Tecnologia Educacional |
title_short |
A influência dos Smartphones na relação ensino/aprendizagem em uma escola de ensino médio da zona rural da região metropolitana de São Luís/Ma |
title_full |
A influência dos Smartphones na relação ensino/aprendizagem em uma escola de ensino médio da zona rural da região metropolitana de São Luís/Ma |
title_fullStr |
A influência dos Smartphones na relação ensino/aprendizagem em uma escola de ensino médio da zona rural da região metropolitana de São Luís/Ma |
title_full_unstemmed |
A influência dos Smartphones na relação ensino/aprendizagem em uma escola de ensino médio da zona rural da região metropolitana de São Luís/Ma |
title_sort |
A influência dos Smartphones na relação ensino/aprendizagem em uma escola de ensino médio da zona rural da região metropolitana de São Luís/Ma |
author |
PORTELA , Christian Albert da Silva |
author_facet |
PORTELA , Christian Albert da Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
LAUANDE, Maria de Fátima Ribeiro Franco |
dc.contributor.advisor1ID.fl_str_mv |
076475493-91 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2263261015778150 |
dc.contributor.referee1.fl_str_mv |
LAUANDE, Maria de Fátima Ribeiro Franco |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/2263261015778150 |
dc.contributor.referee2.fl_str_mv |
PORTELA, Edinólia Lima |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5507233104134545 |
dc.contributor.referee3.fl_str_mv |
BOTTENTUIT JUNIOR, João Batista |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/4828197220419425 |
dc.contributor.authorID.fl_str_mv |
749864143-72 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9251940818307784 |
dc.contributor.author.fl_str_mv |
PORTELA , Christian Albert da Silva |
contributor_str_mv |
LAUANDE, Maria de Fátima Ribeiro Franco LAUANDE, Maria de Fátima Ribeiro Franco PORTELA, Edinólia Lima BOTTENTUIT JUNIOR, João Batista |
dc.subject.por.fl_str_mv |
Educação Tecnologia Smartphone Ensino-aprendizagem |
topic |
Educação Tecnologia Smartphone Ensino-aprendizagem Education Technologie Smartphone Teaching-learning Tecnologia Educacional |
dc.subject.eng.fl_str_mv |
Education Technologie Smartphone Teaching-learning |
dc.subject.cnpq.fl_str_mv |
Tecnologia Educacional |
description |
The development of digital technologies has brought a significant set of changes to the teaching and learning process, from mobile communication and information devices to new methodologies and conceptual models of teaching. The purpose of this study was to analyze the influence of smart-phones in a rural school, their use in pedagogical activities, transformations in teaching-learning relationships, and the consequences on teaching-learning relations in the exchange of information and knowledge. The school was located in the municipality of Paço do Lumiar, an area in transition from rural to urban as it is absorbed by metropolitan region of São Luís / MA, Brazil. The qualitative/quantitative approach is used in field research in the perspective of “Dialectical Historical Materialism” and the instruments used were: observations recorded in field notes, questionnaires completed by seventy-one students, and interviews with four teachers. The results show that the use of the smart-phone in the classroom can constitute a transforming material element of the pedagogical praxis, and that the teachers who have started to introduce it into their classroom practices have been successful, despite what we classify as "functional deviation in the digital immersion" (DFID), a phenomenon widely observed by teachers which gives rise to concern on their part, as the device has a subjective rather than objective functionality, being multifunctional, or dysfunctional (as Baudrillard tells us about technological objects: gadgets). Another result observed was the need for greater attention from the educational authorities in Maranhão to the quality of the connectivity infrastructure offered by the school unit, which in this case is precarious, and we can infer that other rural school units more distant from large urban centers suffer from the same precariousness. This is incompatible with the educational and pedagogical needs of the 21st century, relegating the school community to a process of "digital exclusion", which in this case is promoted by the educational institution. We also note the need for a curriculum that is formative and teaching that is more adapted to the times of ubiquitous connectivity, as is the case of the “web curriculum”, a curricular proposal more appropriate to our times. References for this research include among others - for the question of technological objects and cyberculture: Pierre Lévy (1993/1995/1999) and Jean Baudrillard (1992/1995/2009); for the methodology of Dialectical Historical Materialism: Karl Marx (2008), Karel Kosik (2002), Frigotto (2000), Vazquez (2003); instruments: Triviños (1987) and Manzini (2003); State of knowledge: Ferreira (2002) and Romanowski (2006); Knowledge of Teaching: Tardif (2000) and Masetto (2000). |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-02-12 |
dc.date.accessioned.fl_str_mv |
2021-01-13T12:33:50Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
PORTELA, Christian Albert da Silva. A influência dos Smartphones na relação ensino/aprendizagem em uma escola de ensino médio da zona rural da região metropolitana de São Luís/Ma. 2019. 111 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2019. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/3131 |
identifier_str_mv |
PORTELA, Christian Albert da Silva. A influência dos Smartphones na relação ensino/aprendizagem em uma escola de ensino médio da zona rural da região metropolitana de São Luís/Ma. 2019. 111 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2019. |
url |
https://tedebc.ufma.br/jspui/handle/tede/tede/3131 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal do Maranhão |
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PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO |
dc.publisher.initials.fl_str_mv |
UFMA |
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Brasil |
dc.publisher.department.fl_str_mv |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO |
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Universidade Federal do Maranhão |
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Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA) |
repository.mail.fl_str_mv |
repositorio@ufma.br||repositorio@ufma.br |
_version_ |
1800303800180801536 |