Integração do ambiente virtual de ensino-aprendizagem moodle no ensino médio politécnico

• Autor(a) principal: Pereira, Glaucia Medianeira Coelho
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Manancial UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/13966
• topic: Ensino-aprendizagem; Investigação-ação escolar; Moodle; Tecnologias educacionais em rede; Teaching-learning; Research-action-school; Moodle; Networked educational technologies; CNPQ::CIENCIAS HUMANAS::EDUCACAO

It is known that Moodle is free software, and research and study has been approaching it as mediator of school practices, including as educational technology that enables interaction, interactivity and collaboration are already well established. This research arose from concerns about the observation that high school teachers did not integrate Moodle into their pedagogical practices. Given this, the objective of the work was to investigate the potentialities of Moodle as mediator of didactic activities in high school. The methodology was the Research-Action-school (IAE), with the research begun in the first half of 2016 and ending in the first half of 2017. The subjects were the five teachers and 34 students, Polytechnic College of the Federal University of Santa Maria, UFSM. The actions were implemented through micro-offices, where the potentialities of Moodle were explored. Among the results, it was verified that none of the teachers used the Moodle, but all considered relevant the digital inclusion in the school context. As for students, everyone has access to the internet, and they would like teachers to use Moodle. Thus, the relevance of this work in the school context of these teachers and students was perceived, since the subjects were awakened about the potentialities, when exploring the resources and collaborative activities available in Moodle. Thus, the objectives were reached, because the work fostered changes in the practices of some teachers, since they began to integrate Moodle in their didactic activities, as well as realized that this could be a mediator in the teaching-learning process. Therefore, such practices require continuity, that is, subjects should continue to use Moodle in order for it to become a praxis of everyday school life.