Pedagogia das tecnologias de informação e comunicação (TIC) : outros tempos, outros espaços, outros saberes necessários à prática docente
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/7294 |
Resumo: | The current society called "information society" has as a characteristic the communication at high speed. Thus, with the expansion of Information and Communication Technologies (ICT), the way the human being behaves before the world and the other has been altered. In this society, the school environment divides space with computers, internet, tablet, cell phones, etc. Faced with this reality, educators are challenged to rethink their knowledge and teaching methodologies, as well as to review their teaching practices, in order to enable the student to build knowledge in a playful, interactive and critical way. In this perspective, the aim of this research was to understand how teachers of Natural Sciences and Mathematics use the technologies, in High School. Collaborated with the study: six teachers of science teaching and mathematics, thirteen students of the third year of high school and eight specialists in education In an attempt to support this study, we sought support in authors such as Castells, (2006); Freire, (2011); Kenski, (2001, 2003 and 2013); Libâneo, (2004 and 2015); Richardson, (2012); Tardif, (2010) and others that approach the theme. It was decided by qualitative approach, such as a case study, using observation techniques, questionnaire and guided interview. In order to study and interpret the information, we opted for the Bardin content analysis (2011, p.50), considering that this technical of analyzing communications "aims at the knowledge of variables ... through mechanisms of deduction based on indicators reconstructed from a sample of particular messages ". Thus, it was possible to perceive that: there are teachers who remain oblivious to this social reality permeated by ICT; technologies have entered the school environment, teachers and students are engaging in the use of ICT for pedagogical purposes; but it was also visible the permanence of "old practices" that do not reality fit. Against this data, we outline a Technology Pedagogy with the perspective of contributing to significant changes occurring. |
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Oliveira, Eliane VasconcelosVasconcelos, Carlos Alberto de2018-02-01T20:06:27Z2018-02-01T20:06:27Z2017-12-18OLIVEIRA, Eliane Vasconcelos. Pedagogia das tecnologias de informação e comunicação (TIC): outros tempos, outros espaços, outros saberes necessários à prática docente. 2017. 112 f. Dissertação (mestrado em Ciências e Matemática) – Universidade Federal de Sergipe, São Cristóvão, SE, 2017.http://ri.ufs.br/jspui/handle/riufs/7294The current society called "information society" has as a characteristic the communication at high speed. Thus, with the expansion of Information and Communication Technologies (ICT), the way the human being behaves before the world and the other has been altered. In this society, the school environment divides space with computers, internet, tablet, cell phones, etc. Faced with this reality, educators are challenged to rethink their knowledge and teaching methodologies, as well as to review their teaching practices, in order to enable the student to build knowledge in a playful, interactive and critical way. In this perspective, the aim of this research was to understand how teachers of Natural Sciences and Mathematics use the technologies, in High School. Collaborated with the study: six teachers of science teaching and mathematics, thirteen students of the third year of high school and eight specialists in education In an attempt to support this study, we sought support in authors such as Castells, (2006); Freire, (2011); Kenski, (2001, 2003 and 2013); Libâneo, (2004 and 2015); Richardson, (2012); Tardif, (2010) and others that approach the theme. It was decided by qualitative approach, such as a case study, using observation techniques, questionnaire and guided interview. In order to study and interpret the information, we opted for the Bardin content analysis (2011, p.50), considering that this technical of analyzing communications "aims at the knowledge of variables ... through mechanisms of deduction based on indicators reconstructed from a sample of particular messages ". Thus, it was possible to perceive that: there are teachers who remain oblivious to this social reality permeated by ICT; technologies have entered the school environment, teachers and students are engaging in the use of ICT for pedagogical purposes; but it was also visible the permanence of "old practices" that do not reality fit. Against this data, we outline a Technology Pedagogy with the perspective of contributing to significant changes occurring.A sociedade atual denominada de “sociedade informacional” tem como característica marcante a comunicação em alta velocidade. Assim, com a expansão das Tecnologias de Informação e Comunicação (TIC), a maneira do ser humano se comportar diante do mundo e do outro foi alterada. Nessa sociedade, o ambiente escolar divide espaço com computadores, internet, tablet, celulares, etc. Diante dessa realidade, os educadores estão desafiados a repensar os seus saberes e suas metodologias de ensino, assim como rever suas práticas docentes, a fim de possibilitar ao aluno a construção do conhecimento de forma lúdica, interativa e crítica. Nesta perspectiva, buscou-se por meio dessa pesquisa, compreender como os professores de Ciências Naturais e Matemática, utilizam as tecnologias, no Ensino Médio. Colaboraram com o estudo: seis professores do ensino de ciências e matemática, treze alunos do 3º ano do ensino médio e oito especialistas em educação. Na tentativa de subsidiar este estudo, buscamos apoio em autores como Castells, (2006); Freire, (2011); Kenski, (2001, 2003 e 2013); Libâneo, (2004 e 2015); Richardson, (2012); Tardif, (2010) e outros que abordam a temática. Optou-se pela abordagem qualitativa, tipo estudo de caso, com emprego das técnicas de observação, questionário e entrevista guiada. Para o estudo e interpretação das informações optou-se pela análise de conteúdo de Bardin (2011, p.50), tendo em vista que essa técnica de análise das comunicações “visa o conhecimento de variáveis [...] por meio de mecanismos de dedução com base em indicadores reconstruídos a partir de uma amostra de mensagens particulares”. Sendo assim, foi possível perceber que: há docentes que permanecem alheios a essa realidade social permeada pelas TIC; as tecnologias adentraram o meio escolar, professores e alunos estão engajando-se no uso das TIC para fins pedagógicos; mas foi visível, também, a permanência de “velhas práticas” que não condizem com a realidade. Diante desses dados, esboçamos uma Pedagogia das Tecnologias na perspectiva de contribuir para que mudanças significativas aconteçam.São Cristóvão, SEporCiênciasTecnologia da informaçãoTecnologia educacionalEducadoresComunicação e tecnologiaPedagogia das tecnologiasPrática docenteSociedade informacionalTecnologias da informação e comunicação (TIC)Pedagogy of technologiesTeaching practiceInformation SocietyInformation science & technology (ICT)CIENCIAS HUMANAS::EDUCACAOPedagogia das tecnologias de informação e comunicação (TIC) : outros tempos, outros espaços, outros saberes necessários à prática docenteinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Ensino de Ciências e MatemáticaUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/7294/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALELIANE_VASCONCELOS_OLIVEIRA.pdfELIANE_VASCONCELOS_OLIVEIRA.pdfapplication/pdf3156380https://ri.ufs.br/jspui/bitstream/riufs/7294/2/ELIANE_VASCONCELOS_OLIVEIRA.pdfed0bfa66a26cd855c0c2475d306fb007MD52TEXTELIANE_VASCONCELOS_OLIVEIRA.pdf.txtELIANE_VASCONCELOS_OLIVEIRA.pdf.txtExtracted texttext/plain262049https://ri.ufs.br/jspui/bitstream/riufs/7294/3/ELIANE_VASCONCELOS_OLIVEIRA.pdf.txtc6d6bae43c30fed06e66dd8032270f16MD53THUMBNAILELIANE_VASCONCELOS_OLIVEIRA.pdf.jpgELIANE_VASCONCELOS_OLIVEIRA.pdf.jpgGenerated Thumbnailimage/jpeg1323https://ri.ufs.br/jspui/bitstream/riufs/7294/4/ELIANE_VASCONCELOS_OLIVEIRA.pdf.jpg7da46bb189e901239261273717f82e01MD54riufs/72942018-02-01 17:06:27.616oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2018-02-01T20:06:27Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Pedagogia das tecnologias de informação e comunicação (TIC) : outros tempos, outros espaços, outros saberes necessários à prática docente |
title |
Pedagogia das tecnologias de informação e comunicação (TIC) : outros tempos, outros espaços, outros saberes necessários à prática docente |
spellingShingle |
Pedagogia das tecnologias de informação e comunicação (TIC) : outros tempos, outros espaços, outros saberes necessários à prática docente Oliveira, Eliane Vasconcelos Ciências Tecnologia da informação Tecnologia educacional Educadores Comunicação e tecnologia Pedagogia das tecnologias Prática docente Sociedade informacional Tecnologias da informação e comunicação (TIC) Pedagogy of technologies Teaching practice Information Society Information science & technology (ICT) CIENCIAS HUMANAS::EDUCACAO |
title_short |
Pedagogia das tecnologias de informação e comunicação (TIC) : outros tempos, outros espaços, outros saberes necessários à prática docente |
title_full |
Pedagogia das tecnologias de informação e comunicação (TIC) : outros tempos, outros espaços, outros saberes necessários à prática docente |
title_fullStr |
Pedagogia das tecnologias de informação e comunicação (TIC) : outros tempos, outros espaços, outros saberes necessários à prática docente |
title_full_unstemmed |
Pedagogia das tecnologias de informação e comunicação (TIC) : outros tempos, outros espaços, outros saberes necessários à prática docente |
title_sort |
Pedagogia das tecnologias de informação e comunicação (TIC) : outros tempos, outros espaços, outros saberes necessários à prática docente |
author |
Oliveira, Eliane Vasconcelos |
author_facet |
Oliveira, Eliane Vasconcelos |
author_role |
author |
dc.contributor.author.fl_str_mv |
Oliveira, Eliane Vasconcelos |
dc.contributor.advisor1.fl_str_mv |
Vasconcelos, Carlos Alberto de |
contributor_str_mv |
Vasconcelos, Carlos Alberto de |
dc.subject.por.fl_str_mv |
Ciências Tecnologia da informação Tecnologia educacional Educadores Comunicação e tecnologia Pedagogia das tecnologias Prática docente Sociedade informacional Tecnologias da informação e comunicação (TIC) |
topic |
Ciências Tecnologia da informação Tecnologia educacional Educadores Comunicação e tecnologia Pedagogia das tecnologias Prática docente Sociedade informacional Tecnologias da informação e comunicação (TIC) Pedagogy of technologies Teaching practice Information Society Information science & technology (ICT) CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Pedagogy of technologies Teaching practice Information Society Information science & technology (ICT) |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The current society called "information society" has as a characteristic the communication at high speed. Thus, with the expansion of Information and Communication Technologies (ICT), the way the human being behaves before the world and the other has been altered. In this society, the school environment divides space with computers, internet, tablet, cell phones, etc. Faced with this reality, educators are challenged to rethink their knowledge and teaching methodologies, as well as to review their teaching practices, in order to enable the student to build knowledge in a playful, interactive and critical way. In this perspective, the aim of this research was to understand how teachers of Natural Sciences and Mathematics use the technologies, in High School. Collaborated with the study: six teachers of science teaching and mathematics, thirteen students of the third year of high school and eight specialists in education In an attempt to support this study, we sought support in authors such as Castells, (2006); Freire, (2011); Kenski, (2001, 2003 and 2013); Libâneo, (2004 and 2015); Richardson, (2012); Tardif, (2010) and others that approach the theme. It was decided by qualitative approach, such as a case study, using observation techniques, questionnaire and guided interview. In order to study and interpret the information, we opted for the Bardin content analysis (2011, p.50), considering that this technical of analyzing communications "aims at the knowledge of variables ... through mechanisms of deduction based on indicators reconstructed from a sample of particular messages ". Thus, it was possible to perceive that: there are teachers who remain oblivious to this social reality permeated by ICT; technologies have entered the school environment, teachers and students are engaging in the use of ICT for pedagogical purposes; but it was also visible the permanence of "old practices" that do not reality fit. Against this data, we outline a Technology Pedagogy with the perspective of contributing to significant changes occurring. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-12-18 |
dc.date.accessioned.fl_str_mv |
2018-02-01T20:06:27Z |
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2018-02-01T20:06:27Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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OLIVEIRA, Eliane Vasconcelos. Pedagogia das tecnologias de informação e comunicação (TIC): outros tempos, outros espaços, outros saberes necessários à prática docente. 2017. 112 f. Dissertação (mestrado em Ciências e Matemática) – Universidade Federal de Sergipe, São Cristóvão, SE, 2017. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/7294 |
identifier_str_mv |
OLIVEIRA, Eliane Vasconcelos. Pedagogia das tecnologias de informação e comunicação (TIC): outros tempos, outros espaços, outros saberes necessários à prática docente. 2017. 112 f. Dissertação (mestrado em Ciências e Matemática) – Universidade Federal de Sergipe, São Cristóvão, SE, 2017. |
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Universidade Federal de Sergipe |
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