As tecnologias digitais nas aprendizagens significativas e colaborativas para a tomada de consciência da biosfera

• Autor(a) principal: Silva, José Fonseca da
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/16916
• topic: Educação em Aracaju (SE); Sustentabilidade; Tecnologia educacional; Computadores e civilização; Educação e Estado; Responsabilidade ambiental; Cibercultura; Educação pública; Interação; Responsabilidade; Cyberculture; Public education; Interaction; Responsibility; Sustainability; CIENCIAS HUMANAS::EDUCACAO

Survival requires immediate action in defense of the earth's working balance. Climate changes presents itself as real threats to life. In the current context of humanity, the technologyeducation binomial plays a decisive role in awakening responsible awareness with the biosphere. The aim of the research has been to analyze the potentialities of DICT in meaningful and collaborative learning aimed at the development of biosphere awareness by students of the 3rd year of high school at the Colégio Estadual 17 de Março, in Aracaju, in geography classes. It's a qualitative investigation. It has tried to understand the subjectivity of the subjects involved and the interpretation of reality. This has driven the researcher to immerse himself in the experience together with the participants, requiring a hermeneutic attitude. From the procedural point of view, it corresponds to an action research. It allows greater flexibility in the design and application of research devices when considering previous knowledge, spontaneous discourses in interactions and group mobilizations around concrete actions, contributing to the learning of the active subjects of the research. To set the study in the state of knowledge and attribute rigor to the research, a Systematic Literature Review has been conducted. The searches demonstrated, considering the object of study in integrality, its relevance in the constitution of knowledge. The participants were students from two classrooms. The main data production devices were participant observation, questionnaire, Padlet application and workshops for running a WebQuest. Data analysis have been performed through Discursive Textual Analysis. This has allowed us to confirm the potential of DICT for the occurrence of significant and collaborative learning and for awareness about the biosphere. In the condition of significant materials, the DICT find resonance in the cognitive basis of the student, becoming part of the cluster of subsumers built from the actions of everyday life, making easy the anchoring of new concepts. The research has contributed to the construction of knowledge, expansion of collaborative culture mediated by DICT and to the development of biophilia and empathy necessary to Gaia's homeostasis. In addition to revealing the importance of access to these technologies for the quality and social contextualization of education.