TEACHER EDUCATION FOR THE PEDAGOGICAL USE OF EMERGING TECHNOLOGIES IN EARLY EDUCATION:historical-cultural research in public schools at Porto Velho/RO

Detalhes bibliográficos
Autor(a) principal: de Souza Lopes, Telma
Data de Publicação: 2024
Outros Autores: Fonseca de Castro, Rafael, Zarco de Oliveira, Josiane
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Exitus
DOI: 10.24065/re.v14i1.2601
Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2601
Resumo: This article refers to a master's degree research that investigated teacher education processes and pedagogical practices on Early Childhood Education (ECE) by teachers from public schools in Porto Velho, Rondônia State, with regard to the pedagogical use of Emerging Technologies (ET) in this stage of Schoolar Education. It was an exploratory research, on a dialectical approach and which involved six teachers working in Pre-II classes from two schools intentionally selected in dialogue with the municipal secretariat. A semi-structured interview was used as a data collection instrument, divided into three blocks and applied between the 9th and 16th of November 2023. The section presented here refers to the results related to the teachers' education processes: initial teacher education (Pedagogy) and continued teacher education (on working). The investigation was based on Cultural-Historical Theory, fundamentally, on assumptions by L. S. Vigotski and A. N. Leontiev about child development and on recent studies on the pedagogical use possibilities of technologies in ECE. Data analysis revealed, in summary, teachers who did not receive any type of formation focused on the pedagogical use of technologies in Pedagogy course and that continued formation focused on this type of theme is rare, frustrating the teachers – who demonstrated recognize the educational potential of tools that are strongly present in children's lives, such as smartphones and tablets.
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spelling TEACHER EDUCATION FOR THE PEDAGOGICAL USE OF EMERGING TECHNOLOGIES IN EARLY EDUCATION:historical-cultural research in public schools at Porto Velho/ROFORMACIÓN DE PROFESORES PARA EL USO PEDAGÓGICO DE TECNOLOGÍAS EMERGENTES EN LA EDUCACIÓN TEMPRANA: una investigación histórico-cultural en escuelas públicas de Porto Velho/RO FORMAÇÃO DE PROFESSORES PARA O USO PEDAGÓGICO DE TECNOLOGIAS EMERGENTES NA EDUCAÇÃO INFANTIL: uma investigação histórico-cultural em escolas públicas de Porto Velho/ROFormación de profesoresTecnologías emergentesEducación tempranaTeoría Histórico-CulturalTeacher educationEmerging technologiesEarly educationCultural-Historical TheoryFormação de professoresTecnologias EmergentesEducação InfantilTeoria Histórico-CulturalThis article refers to a master's degree research that investigated teacher education processes and pedagogical practices on Early Childhood Education (ECE) by teachers from public schools in Porto Velho, Rondônia State, with regard to the pedagogical use of Emerging Technologies (ET) in this stage of Schoolar Education. It was an exploratory research, on a dialectical approach and which involved six teachers working in Pre-II classes from two schools intentionally selected in dialogue with the municipal secretariat. A semi-structured interview was used as a data collection instrument, divided into three blocks and applied between the 9th and 16th of November 2023. The section presented here refers to the results related to the teachers' education processes: initial teacher education (Pedagogy) and continued teacher education (on working). The investigation was based on Cultural-Historical Theory, fundamentally, on assumptions by L. S. Vigotski and A. N. Leontiev about child development and on recent studies on the pedagogical use possibilities of technologies in ECE. Data analysis revealed, in summary, teachers who did not receive any type of formation focused on the pedagogical use of technologies in Pedagogy course and that continued formation focused on this type of theme is rare, frustrating the teachers – who demonstrated recognize the educational potential of tools that are strongly present in children's lives, such as smartphones and tablets.Este artículo se refiere a una investigación de maestría que investigó los procesos de formación y las prácticas pedagógicas de profesores de Educación Infantil (EI) de escuelas públicas de Porto Velho, Rondônia, en relación con el uso pedagógico de Tecnologías Emergentes (TE) en esta etapa de la Educación Básica. Se trató de una investigación exploratoria, de abordaje dialéctica y que contó con la participación de seis maestros que trabajan en clases de Pre-II de dos escuelas seleccionadas intencionalmente en diálogo con la secretaría municipal. Se utilizó como instrumento de recolección de datos la entrevista semiestructurada, dividida en tres bloques y aplicada entre el 9 y 16 de noviembre de 2023. El apartado que aquí se presenta se refiere a los resultados relacionados con los procesos de formación docente: formación inicial y formación continua. La investigación se basó en la Teoría Histórico-Cultural, fundamentalmente, en los supuestos de L. S. Vigotski y A. N. Leontiev sobre el desarrollo infantil y en estudios recientes sobre las posibilidades de uso pedagógico de tecnologías en la EI. El análisis de los datos reveló, en resumen, docentes que no recibieron ningún tipo de formación enfocada en el uso pedagógico de las tecnologías en el curso de Pedagogía y que la formación continua enfocada en este tipo de temáticas es escasa, frustrando a los docentes – que demuestran reconocer el potencial educativo de herramientas que están fuertemente presentes en la vida de los niños, como los smartphones y los tablets.Este artigo se refere a uma pesquisa de mestrado que investigou processos formativos e práticas pedagógicas de professoras de Educação Infantil (EI) de escolas públicas de Porto Velho, Rondônia, no que se refere ao uso pedagógico de Tecnologias Emergentes (TE) nessa etapa da Educação Básica. Tratou-se de uma pesquisa exploratória, de abordagem dialética e que contou com a participação de seis docentes atuantes em turmas de Pré-II de duas escolas selecionadas intencionalmente em diálogo com a secretaria do município. Utilizou-se a entrevista do tipo semiestruturada como instrumento de coleta de dados, dividida em três blocos e aplicada entre os dias 09 e 16 de novembro de 2023. O recorte aqui apresentado se refere aos resultados relativos aos processos formativos das professoras: formação inicial e formação continuada. A investigação se baseou na Teoria Histórico-Cultural, fundamentalmente, em pressupostos de L. S. Vigotski e A. N Leontiev acerca do desenvolvimento infantil e em estudos recentes sobre possibilidades de uso pedagógico de tecnologias na EI. A análise dos dados revelou, em síntese, docentes que não receberam qualquer tipo de formação inicial voltada ao uso pedagógico de tecnologias e que são raras as formações continuadas voltadas a esse tipo de temática, frustrando as professoras – que demonstram reconhecer o potencial educacional de ferramentas que estão fortemente presentes na vida das crianças, como smartphones e tablets.    Universidade Federal do Oeste do Pará/UFOPA2024-05-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/260110.24065/re.v14i1.2601Revista Exitus; v. 14 (2024); e0240172237-9460reponame:Revista Exitusinstname:Universidade Federal do Oeste do Pará (UFOPA)instacron:UFOPAporhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2601/1545Copyright (c) 2024 Telma de Souza Lopes, Rafael Fonseca de Castro, Josiane Zarco de Oliveirahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessde Souza Lopes, TelmaFonseca de Castro, RafaelZarco de Oliveira, Josiane2024-04-11T18:33:33Zoai:ojs.pkp.sfu.ca:article/2601Revistahttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/indexPUBhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/oai||revistaicedufopa@gmail.com2237-94602236-2983opendoar:2024-04-11T18:33:33Revista Exitus - Universidade Federal do Oeste do Pará (UFOPA)false
dc.title.none.fl_str_mv TEACHER EDUCATION FOR THE PEDAGOGICAL USE OF EMERGING TECHNOLOGIES IN EARLY EDUCATION:historical-cultural research in public schools at Porto Velho/RO
FORMACIÓN DE PROFESORES PARA EL USO PEDAGÓGICO DE TECNOLOGÍAS EMERGENTES EN LA EDUCACIÓN TEMPRANA: una investigación histórico-cultural en escuelas públicas de Porto Velho/RO
FORMAÇÃO DE PROFESSORES PARA O USO PEDAGÓGICO DE TECNOLOGIAS EMERGENTES NA EDUCAÇÃO INFANTIL: uma investigação histórico-cultural em escolas públicas de Porto Velho/RO
title TEACHER EDUCATION FOR THE PEDAGOGICAL USE OF EMERGING TECHNOLOGIES IN EARLY EDUCATION:historical-cultural research in public schools at Porto Velho/RO
spellingShingle TEACHER EDUCATION FOR THE PEDAGOGICAL USE OF EMERGING TECHNOLOGIES IN EARLY EDUCATION:historical-cultural research in public schools at Porto Velho/RO
TEACHER EDUCATION FOR THE PEDAGOGICAL USE OF EMERGING TECHNOLOGIES IN EARLY EDUCATION:historical-cultural research in public schools at Porto Velho/RO
de Souza Lopes, Telma
Formación de profesores
Tecnologías emergentes
Educación temprana
Teoría Histórico-Cultural
Teacher education
Emerging technologies
Early education
Cultural-Historical Theory
Formação de professores
Tecnologias Emergentes
Educação Infantil
Teoria Histórico-Cultural
de Souza Lopes, Telma
Formación de profesores
Tecnologías emergentes
Educación temprana
Teoría Histórico-Cultural
Teacher education
Emerging technologies
Early education
Cultural-Historical Theory
Formação de professores
Tecnologias Emergentes
Educação Infantil
Teoria Histórico-Cultural
title_short TEACHER EDUCATION FOR THE PEDAGOGICAL USE OF EMERGING TECHNOLOGIES IN EARLY EDUCATION:historical-cultural research in public schools at Porto Velho/RO
title_full TEACHER EDUCATION FOR THE PEDAGOGICAL USE OF EMERGING TECHNOLOGIES IN EARLY EDUCATION:historical-cultural research in public schools at Porto Velho/RO
title_fullStr TEACHER EDUCATION FOR THE PEDAGOGICAL USE OF EMERGING TECHNOLOGIES IN EARLY EDUCATION:historical-cultural research in public schools at Porto Velho/RO
TEACHER EDUCATION FOR THE PEDAGOGICAL USE OF EMERGING TECHNOLOGIES IN EARLY EDUCATION:historical-cultural research in public schools at Porto Velho/RO
title_full_unstemmed TEACHER EDUCATION FOR THE PEDAGOGICAL USE OF EMERGING TECHNOLOGIES IN EARLY EDUCATION:historical-cultural research in public schools at Porto Velho/RO
TEACHER EDUCATION FOR THE PEDAGOGICAL USE OF EMERGING TECHNOLOGIES IN EARLY EDUCATION:historical-cultural research in public schools at Porto Velho/RO
title_sort TEACHER EDUCATION FOR THE PEDAGOGICAL USE OF EMERGING TECHNOLOGIES IN EARLY EDUCATION:historical-cultural research in public schools at Porto Velho/RO
author de Souza Lopes, Telma
author_facet de Souza Lopes, Telma
de Souza Lopes, Telma
Fonseca de Castro, Rafael
Zarco de Oliveira, Josiane
Fonseca de Castro, Rafael
Zarco de Oliveira, Josiane
author_role author
author2 Fonseca de Castro, Rafael
Zarco de Oliveira, Josiane
author2_role author
author
dc.contributor.author.fl_str_mv de Souza Lopes, Telma
Fonseca de Castro, Rafael
Zarco de Oliveira, Josiane
dc.subject.por.fl_str_mv Formación de profesores
Tecnologías emergentes
Educación temprana
Teoría Histórico-Cultural
Teacher education
Emerging technologies
Early education
Cultural-Historical Theory
Formação de professores
Tecnologias Emergentes
Educação Infantil
Teoria Histórico-Cultural
topic Formación de profesores
Tecnologías emergentes
Educación temprana
Teoría Histórico-Cultural
Teacher education
Emerging technologies
Early education
Cultural-Historical Theory
Formação de professores
Tecnologias Emergentes
Educação Infantil
Teoria Histórico-Cultural
description This article refers to a master's degree research that investigated teacher education processes and pedagogical practices on Early Childhood Education (ECE) by teachers from public schools in Porto Velho, Rondônia State, with regard to the pedagogical use of Emerging Technologies (ET) in this stage of Schoolar Education. It was an exploratory research, on a dialectical approach and which involved six teachers working in Pre-II classes from two schools intentionally selected in dialogue with the municipal secretariat. A semi-structured interview was used as a data collection instrument, divided into three blocks and applied between the 9th and 16th of November 2023. The section presented here refers to the results related to the teachers' education processes: initial teacher education (Pedagogy) and continued teacher education (on working). The investigation was based on Cultural-Historical Theory, fundamentally, on assumptions by L. S. Vigotski and A. N. Leontiev about child development and on recent studies on the pedagogical use possibilities of technologies in ECE. Data analysis revealed, in summary, teachers who did not receive any type of formation focused on the pedagogical use of technologies in Pedagogy course and that continued formation focused on this type of theme is rare, frustrating the teachers – who demonstrated recognize the educational potential of tools that are strongly present in children's lives, such as smartphones and tablets.
publishDate 2024
dc.date.none.fl_str_mv 2024-05-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2601
10.24065/re.v14i1.2601
url https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2601
identifier_str_mv 10.24065/re.v14i1.2601
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2601/1545
dc.rights.driver.fl_str_mv Copyright (c) 2024 Telma de Souza Lopes, Rafael Fonseca de Castro, Josiane Zarco de Oliveira
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Telma de Souza Lopes, Rafael Fonseca de Castro, Josiane Zarco de Oliveira
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Oeste do Pará/UFOPA
publisher.none.fl_str_mv Universidade Federal do Oeste do Pará/UFOPA
dc.source.none.fl_str_mv Revista Exitus; v. 14 (2024); e024017
2237-9460
reponame:Revista Exitus
instname:Universidade Federal do Oeste do Pará (UFOPA)
instacron:UFOPA
instname_str Universidade Federal do Oeste do Pará (UFOPA)
instacron_str UFOPA
institution UFOPA
reponame_str Revista Exitus
collection Revista Exitus
repository.name.fl_str_mv Revista Exitus - Universidade Federal do Oeste do Pará (UFOPA)
repository.mail.fl_str_mv ||revistaicedufopa@gmail.com
_version_ 1822183019600936960
dc.identifier.doi.none.fl_str_mv 10.24065/re.v14i1.2601

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