Convergência na educação: políticas, tecnologias digitais e relações pedagógicas
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMG |
Texto Completo: | http://hdl.handle.net/1843/BUOS-AQRRN6 |
Resumo: | In these times of the so-called information society, we have been aware of social, cultural, political, economic and, of course, educational changes. Among the various changes in the educational field, we have focused on the changes derived from the existence and development of the information and communications digital technologies that promoted reflections on traditional educational paradigms, ways of teaching and learning, time and space, expansion of knowledge exchange spaces, educational policies, face-to-face and distance modalities; as well as in ways of relating and producing new knowledge that involves collaboration, sharing, participation, horizontality, learning communities, interaction, mediation, virtual learning environments, socialization, autonomy and networking. In this tangle of situations and provocations, we hypothesized that the convergence observed in other areas of knowledge - technology, communication and arts - and the increasingly constant use of distance learning, combined with face-to-face teaching, would be the basis of convergence in education. Thus, this work has the goal of understanding convergence in education as a possibility to higher education; and as specific goals, to question current education policies in the context of higher education, relating the offerring of distance learning subjects in face-to-face teaching; conceptually characterize the convergence in education; identify elements of convergence in education; to review on the notions of presence and distance. To do so, the methodology employed on this research was divided into two axes: (1) analytical, in which public policies, the meanings of convergence, the elements of convergence and the presence and the distance stand out; and (2) operational, in which the research was developed through the philosophical methodology, the documental analysis and the Internship (conducted between August 2014 and September 2015 at Universidade Aberta de Portugal-UAb). As final considerations, we verified that convergence, above all, is social. It is done among the relationships created by networking and mediated by TDIC (Information and Communications Digital Technology) as well as broaden educational paradigms, places of teaching and learning, relationships between subjects - teachers and students. In addition, convergence is seen as a tendency of the present with eyes towards the future. |
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Convergência na educação: políticas, tecnologias digitais e relações pedagógicasTecnologias da informação e da comunicaçãoEnsino superiorConvergênciaEnsino à distânciaEnsino superior Efeito de inovações tecnológicasEducaçãoInovações educacionaisTecnologia educacionalCiberespaçoIn these times of the so-called information society, we have been aware of social, cultural, political, economic and, of course, educational changes. Among the various changes in the educational field, we have focused on the changes derived from the existence and development of the information and communications digital technologies that promoted reflections on traditional educational paradigms, ways of teaching and learning, time and space, expansion of knowledge exchange spaces, educational policies, face-to-face and distance modalities; as well as in ways of relating and producing new knowledge that involves collaboration, sharing, participation, horizontality, learning communities, interaction, mediation, virtual learning environments, socialization, autonomy and networking. In this tangle of situations and provocations, we hypothesized that the convergence observed in other areas of knowledge - technology, communication and arts - and the increasingly constant use of distance learning, combined with face-to-face teaching, would be the basis of convergence in education. Thus, this work has the goal of understanding convergence in education as a possibility to higher education; and as specific goals, to question current education policies in the context of higher education, relating the offerring of distance learning subjects in face-to-face teaching; conceptually characterize the convergence in education; identify elements of convergence in education; to review on the notions of presence and distance. To do so, the methodology employed on this research was divided into two axes: (1) analytical, in which public policies, the meanings of convergence, the elements of convergence and the presence and the distance stand out; and (2) operational, in which the research was developed through the philosophical methodology, the documental analysis and the Internship (conducted between August 2014 and September 2015 at Universidade Aberta de Portugal-UAb). As final considerations, we verified that convergence, above all, is social. It is done among the relationships created by networking and mediated by TDIC (Information and Communications Digital Technology) as well as broaden educational paradigms, places of teaching and learning, relationships between subjects - teachers and students. In addition, convergence is seen as a tendency of the present with eyes towards the future.Em tempos da denominada sociedade da informação, estivemos atentos às modificações sociais, culturais, políticas, econômicas e, evidentemente, educacionais. Dentre as várias mudanças no campo educativo, focalizamos as alterações derivadas da presença e do desenvolvimento das tecnologias digitais da informação e da comunicação que promoveram reflexões sobre os paradigmas educacionais tradicionais, os modos de ensinar e de aprender, o tempo e o espaço, a ampliação dos espaços de trocas de conhecimento, as políticas educacionais, as modalidades presenciais e a distância; assim como, nas formas de se relacionar e produzir novos conhecimentos que envolvem a colaboração, a partilha, a participação, a horizontalização, as comunidades de aprendizagem, a interação, a mediação, os ambientes virtuais de aprendizagem, a socialização, a autonomia e as redes. Nesse emaranhado de situações e de provocações, criamos como hipótese que a convergência verificada em outras áreas do conhecimento tecnologia, comunicação e artes e o uso cada vez mais constante da educação a distância (EaD), conjugada com o ensino presencial, consubstanciaria-se em convergência na educação. Dessa maneira, este trabalho teve por objetivo geral compreender a convergência na educação como uma possibilidade para o ensino superior. Por objetivos específicos, problematizar as atuais políticas de educação no contexto do ensino superior, relacionando a oferta de disciplinas a distância no ensino presencial; caracterizar conceitualmente a convergência na educação; identificar os elementos da convergência na educação; problematizar sobre as noções de presença e de distância. Para tanto, a metodologia desta investigação foi dividida em dois eixos: (1) analítico, em que se destacam as políticas públicas, os sentidos da convergência, os elementos da convergência, a presença e a distância; e, (2) operacional, na qual a pesquisa se desenvolveu por meio da metodologia filosófica, da análise documental e do Estágio Sanduíche (realizado entre agosto de 2014 a setembro de 2015 na Universidade Aberta de Portugal-UAb). Ao final, verificamos que a convergência, antes de mais, é social. Ela se faz nas relações criadas em rede e mediadas por Tecnologias Digitais da Informação e da Comunicação (TDIC) e ampliam os paradigmas educacionais, os locais de ensinar e aprender, as relações entre os sujeitos professores e estudantes. Ademais, a convergência se verifica como uma tendência do presente com os olhos para o futuro.Universidade Federal de Minas GeraisUFMGFernando Selmar Rocha FidalgoDaniel Ribeiro Silva MillMaria Auxiliadora Monteiro de OliveiraEucidio Pimenta ArrudaSuzana dos Santos GomesWagner Jose Corradi BarbosaFernanda Araujo Coutinho Campos2019-08-14T19:15:22Z2019-08-14T19:15:22Z2017-04-17info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfhttp://hdl.handle.net/1843/BUOS-AQRRN6info:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMG2019-11-14T08:28:47Zoai:repositorio.ufmg.br:1843/BUOS-AQRRN6Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oairepositorio@ufmg.bropendoar:2019-11-14T08:28:47Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
Convergência na educação: políticas, tecnologias digitais e relações pedagógicas |
title |
Convergência na educação: políticas, tecnologias digitais e relações pedagógicas |
spellingShingle |
Convergência na educação: políticas, tecnologias digitais e relações pedagógicas Fernanda Araujo Coutinho Campos Tecnologias da informação e da comunicação Ensino superior Convergência Ensino à distância Ensino superior Efeito de inovações tecnológicas Educação Inovações educacionais Tecnologia educacional Ciberespaço |
title_short |
Convergência na educação: políticas, tecnologias digitais e relações pedagógicas |
title_full |
Convergência na educação: políticas, tecnologias digitais e relações pedagógicas |
title_fullStr |
Convergência na educação: políticas, tecnologias digitais e relações pedagógicas |
title_full_unstemmed |
Convergência na educação: políticas, tecnologias digitais e relações pedagógicas |
title_sort |
Convergência na educação: políticas, tecnologias digitais e relações pedagógicas |
author |
Fernanda Araujo Coutinho Campos |
author_facet |
Fernanda Araujo Coutinho Campos |
author_role |
author |
dc.contributor.none.fl_str_mv |
Fernando Selmar Rocha Fidalgo Daniel Ribeiro Silva Mill Maria Auxiliadora Monteiro de Oliveira Eucidio Pimenta Arruda Suzana dos Santos Gomes Wagner Jose Corradi Barbosa |
dc.contributor.author.fl_str_mv |
Fernanda Araujo Coutinho Campos |
dc.subject.por.fl_str_mv |
Tecnologias da informação e da comunicação Ensino superior Convergência Ensino à distância Ensino superior Efeito de inovações tecnológicas Educação Inovações educacionais Tecnologia educacional Ciberespaço |
topic |
Tecnologias da informação e da comunicação Ensino superior Convergência Ensino à distância Ensino superior Efeito de inovações tecnológicas Educação Inovações educacionais Tecnologia educacional Ciberespaço |
description |
In these times of the so-called information society, we have been aware of social, cultural, political, economic and, of course, educational changes. Among the various changes in the educational field, we have focused on the changes derived from the existence and development of the information and communications digital technologies that promoted reflections on traditional educational paradigms, ways of teaching and learning, time and space, expansion of knowledge exchange spaces, educational policies, face-to-face and distance modalities; as well as in ways of relating and producing new knowledge that involves collaboration, sharing, participation, horizontality, learning communities, interaction, mediation, virtual learning environments, socialization, autonomy and networking. In this tangle of situations and provocations, we hypothesized that the convergence observed in other areas of knowledge - technology, communication and arts - and the increasingly constant use of distance learning, combined with face-to-face teaching, would be the basis of convergence in education. Thus, this work has the goal of understanding convergence in education as a possibility to higher education; and as specific goals, to question current education policies in the context of higher education, relating the offerring of distance learning subjects in face-to-face teaching; conceptually characterize the convergence in education; identify elements of convergence in education; to review on the notions of presence and distance. To do so, the methodology employed on this research was divided into two axes: (1) analytical, in which public policies, the meanings of convergence, the elements of convergence and the presence and the distance stand out; and (2) operational, in which the research was developed through the philosophical methodology, the documental analysis and the Internship (conducted between August 2014 and September 2015 at Universidade Aberta de Portugal-UAb). As final considerations, we verified that convergence, above all, is social. It is done among the relationships created by networking and mediated by TDIC (Information and Communications Digital Technology) as well as broaden educational paradigms, places of teaching and learning, relationships between subjects - teachers and students. In addition, convergence is seen as a tendency of the present with eyes towards the future. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-04-17 2019-08-14T19:15:22Z 2019-08-14T19:15:22Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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http://hdl.handle.net/1843/BUOS-AQRRN6 |
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http://hdl.handle.net/1843/BUOS-AQRRN6 |
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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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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais UFMG |
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Universidade Federal de Minas Gerais UFMG |
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reponame:Repositório Institucional da UFMG instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
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Universidade Federal de Minas Gerais (UFMG) |
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UFMG |
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UFMG |
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Repositório Institucional da UFMG |
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Repositório Institucional da UFMG |
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Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG) |
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repositorio@ufmg.br |
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