Ensino híbrido: possíveis contribuições para a qualificação do ensino de história no ensino médio
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/12722 |
Resumo: | This study aims to investigate whether the implementation of activities based on hybrid education contribute to the qualifications of history teaching and learning in high school. Initially, an approach to history teaching over time reaching the present time, marked by the use of technology was made. In this context, it addresses the Hybrid Education, set of practices that seek to reconcile the use of digital technologies to the space of the traditional classroom. From this, it sought to organize activities informed the concepts of hybrid education, which were applied in groups 3º1 and 3º 3 High School State Institute of Education Teacher Annes Dias - Cruz Alta. Two models were developed: Reversed Classroom and rotation for seasons These activities were put in place having as a guiding principle of a Research Methodology Qualitative because not sought evidence closed data by numbers, but reflections from the observations made in classroom. The analysis served to verify that there really is a qualitative potential in the hybrid model, in that there was greater involvement of students, as well as enhancement of the teaching-learning process. However, there are still some limitations with regard to access to technology in schools, lack of teacher training in the use of digital resources and attachment of many students to the traditional teaching model, based on the teacher's idea as the center of the teaching process and learning. |
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2018-03-15T15:44:06Z2018-03-15T15:44:06Z2016-09-30http://repositorio.ufsm.br/handle/1/12722This study aims to investigate whether the implementation of activities based on hybrid education contribute to the qualifications of history teaching and learning in high school. Initially, an approach to history teaching over time reaching the present time, marked by the use of technology was made. In this context, it addresses the Hybrid Education, set of practices that seek to reconcile the use of digital technologies to the space of the traditional classroom. From this, it sought to organize activities informed the concepts of hybrid education, which were applied in groups 3º1 and 3º 3 High School State Institute of Education Teacher Annes Dias - Cruz Alta. Two models were developed: Reversed Classroom and rotation for seasons These activities were put in place having as a guiding principle of a Research Methodology Qualitative because not sought evidence closed data by numbers, but reflections from the observations made in classroom. The analysis served to verify that there really is a qualitative potential in the hybrid model, in that there was greater involvement of students, as well as enhancement of the teaching-learning process. However, there are still some limitations with regard to access to technology in schools, lack of teacher training in the use of digital resources and attachment of many students to the traditional teaching model, based on the teacher's idea as the center of the teaching process and learning.Este trabalho tem como finalidade investigar se a implementação de atividades baseadas no Ensino Híbrido contribuem para a qualificação do ensino-aprendizagem de história no Ensino Médio. Inicialmente, foi feita uma abordagem do ensino de história ao longo tempo chegando ao momento atual, marcado pelo uso das tecnologias. Nesse contexto, aborda-se o Ensino Híbrido, conjunto de práticas que buscam conciliar o uso das tecnologias digitais ao espaço da sala de aula tradicional. A partir disso, buscou-se organizar atividades embasadas nos conceitos do Ensino Híbrido, as quais foram aplicadas nas turmas 3º 1 e 3º 3 do Ensino Médio do Instituto Estadual de Educação Professor Annes Dias de Cruz Alta. Dois modelos foram desenvolvidos: Sala de Aula Invertida e Rotação por estações Estas atividades foram colocadas em prática tendo como princípio norteador a de uma Metodologia de Pesquisa Qualitativa, pois não buscou evidenciar dados fechados através de números, mas sim reflexões a partir das observações feitas em sala de aula. As análises serviram para verificar que realmente existe um potencial qualitativo no modelo híbrido, na medida em que houve maior envolvimento dos estudantes, bem como, potencialização do processo de ensino-aprendizagem. Contudo, ainda existem alguns limites no que diz respeito ao acesso às tecnologias nas escolas, falta de capacitação de professores no uso dos recursos digitais e apego de muitos alunos ao modelo tradicional de ensino, baseado na ideia do professor como o centro do processo de ensino e aprendizagem.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Ensino de História em Rede NacionalUFSMBrasilHistóriaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducaçãoEnsino de históriaEnsino híbridoMetodologia de ensinoUso de tecnologias na educaçãoEducationHistory of educationBlended learningTeaching methodologyUse of technology in educationCNPQ::CIENCIAS HUMANAS::HISTORIAEnsino híbrido: possíveis contribuições para a qualificação do ensino de história no ensino médioBlended learning : contributions potential of history teaching qualification in secondary educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisQuadros, Claudemir dehttp://lattes.cnpq.br/9506136012570087Abegg, Ilsehttp://lattes.cnpq.br/5450252602273986Nunes, Janilse Fernandeshttp://lattes.cnpq.br/9867887514717088http://lattes.cnpq.br/7092046467081268Silva, Jorge Everaldo Pittan da700500000002600585c0fe3-4680-4811-8e84-0b6f78e7ee80aaca734d-297d-4128-a76d-52e47364f32cc6fe1c13-bce0-4597-b0a1-ed636193cbe53899a34c-41bb-4a7f-983d-e79c0fe564f2reponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEHRN_2016_SILVA_JORGE.pdfDIS_PPGEHRN_2016_SILVA_JORGE.pdfDissertação de Mestradoapplication/pdf2289881http://repositorio.ufsm.br/bitstream/1/12722/1/DIS_PPGEHRN_2016_SILVA_JORGE.pdf5f158be3e3c74e4e4017e22a0b709da9MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Ensino híbrido: possíveis contribuições para a qualificação do ensino de história no ensino médio |
dc.title.alternative.eng.fl_str_mv |
Blended learning : contributions potential of history teaching qualification in secondary education |
title |
Ensino híbrido: possíveis contribuições para a qualificação do ensino de história no ensino médio |
spellingShingle |
Ensino híbrido: possíveis contribuições para a qualificação do ensino de história no ensino médio Silva, Jorge Everaldo Pittan da Educação Ensino de história Ensino híbrido Metodologia de ensino Uso de tecnologias na educação Education History of education Blended learning Teaching methodology Use of technology in education CNPQ::CIENCIAS HUMANAS::HISTORIA |
title_short |
Ensino híbrido: possíveis contribuições para a qualificação do ensino de história no ensino médio |
title_full |
Ensino híbrido: possíveis contribuições para a qualificação do ensino de história no ensino médio |
title_fullStr |
Ensino híbrido: possíveis contribuições para a qualificação do ensino de história no ensino médio |
title_full_unstemmed |
Ensino híbrido: possíveis contribuições para a qualificação do ensino de história no ensino médio |
title_sort |
Ensino híbrido: possíveis contribuições para a qualificação do ensino de história no ensino médio |
author |
Silva, Jorge Everaldo Pittan da |
author_facet |
Silva, Jorge Everaldo Pittan da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Quadros, Claudemir de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9506136012570087 |
dc.contributor.referee1.fl_str_mv |
Abegg, Ilse |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5450252602273986 |
dc.contributor.referee2.fl_str_mv |
Nunes, Janilse Fernandes |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9867887514717088 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7092046467081268 |
dc.contributor.author.fl_str_mv |
Silva, Jorge Everaldo Pittan da |
contributor_str_mv |
Quadros, Claudemir de Abegg, Ilse Nunes, Janilse Fernandes |
dc.subject.por.fl_str_mv |
Educação Ensino de história Ensino híbrido Metodologia de ensino Uso de tecnologias na educação |
topic |
Educação Ensino de história Ensino híbrido Metodologia de ensino Uso de tecnologias na educação Education History of education Blended learning Teaching methodology Use of technology in education CNPQ::CIENCIAS HUMANAS::HISTORIA |
dc.subject.eng.fl_str_mv |
Education History of education Blended learning Teaching methodology Use of technology in education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::HISTORIA |
description |
This study aims to investigate whether the implementation of activities based on hybrid education contribute to the qualifications of history teaching and learning in high school. Initially, an approach to history teaching over time reaching the present time, marked by the use of technology was made. In this context, it addresses the Hybrid Education, set of practices that seek to reconcile the use of digital technologies to the space of the traditional classroom. From this, it sought to organize activities informed the concepts of hybrid education, which were applied in groups 3º1 and 3º 3 High School State Institute of Education Teacher Annes Dias - Cruz Alta. Two models were developed: Reversed Classroom and rotation for seasons These activities were put in place having as a guiding principle of a Research Methodology Qualitative because not sought evidence closed data by numbers, but reflections from the observations made in classroom. The analysis served to verify that there really is a qualitative potential in the hybrid model, in that there was greater involvement of students, as well as enhancement of the teaching-learning process. However, there are still some limitations with regard to access to technology in schools, lack of teacher training in the use of digital resources and attachment of many students to the traditional teaching model, based on the teacher's idea as the center of the teaching process and learning. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-09-30 |
dc.date.accessioned.fl_str_mv |
2018-03-15T15:44:06Z |
dc.date.available.fl_str_mv |
2018-03-15T15:44:06Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/12722 |
url |
http://repositorio.ufsm.br/handle/1/12722 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700500000002 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Ensino de História em Rede Nacional |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
História |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
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