(Pós) ensino remoto: os recursos tecnológicos digitais nos processos de escolarização
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/30801 |
Resumo: | This dissertation is linked to the Center for Studies and Research on Schooling and Inclusion (NUEPEI) and the Postgraduate Program in Public Policies and Educational Management, at the Federal University of Santa Maria (UFSM), in the Research Line LP2 – Pedagogical Management and Educational Contexts. The research problem is based on the following question: How do the digital technological resources used during Remote Teaching have an impact on the constitution of pedagogical practices when returning to face-to-face classes? The general objective was to identify and analyze the use of digital technological resources in pedagogical practices (Post) Remote Teaching. Specific objectives: characterize pedagogical practices that use digital technological resources and reflect on the contributions of digital technological resources used for teaching work. The research product resulted in a digital Flipbook, with written and photographic documents about teaching situations, planned by educators, using digital technological resources. Methodologically, the research was based on a qualitative research approach, inspired by the cartographic method, which considers the construction processes of the research itself, as well as the subjects involved. The study was developed in a school in the Municipal Education Network of Santa Maria/ RS, which serves students from Early Childhood Education to the 5th year of Elementary School and has as collaborators four (4) teachers from Elementary School Early Years classes and a teacher who works in IT. As a recording procedure, a script was used to prepare a narrative text, made available via Google Drive, in addition to a file for including photographic records, which illustrated the work propositions. In a second moment, a conversation was held, where actions that are being developed with the use of digital technological resources were shared, an important moment of exchange and enrichment for the redefinition of the Teaching processes in this institution. The analyzes were produced considering the theoretical concepts of the authors such as: Maturana (1994, 2001, 2014), Maturana and Varela (2001); Philippe Meirieu (1998, 2006); Maria José Esteves de Vasconcellos (2018); Nilze Maria Campos Pellanda (2009); Moran, Masetto and Behrens (2013), and contributions from the literature review over a period of time from 2020 to 2022, through a selection of productions related to the theme. The data were analyzed based on two analytical dimensions: the relationships between pedagogical practices and digital technological resources; and the contributions of digital technological resources to teaching work. As a conclusion of the research, there is an investment in the power of using technology as a resource to be used and offering different ways of learning to students. Digital inclusion appears as a way to ensure that all students have adequate access to technology and training to use it effectively and responsibly. The need to invest in the continued training of teachers is emphasized, as well as guaranteeing educational IT teachers, who are essential. The contribution of technology to educational practices stands out as the experiences that are provided to students. |
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(Pós) ensino remoto: os recursos tecnológicos digitais nos processos de escolarização(Post) remote teaching: digital technological resources in school processesPráticas pedagógicasTecnologiasEnsinoAprendizagemPedagogical practicesTechnologiesTeachingLearningCNPQ::CIENCIAS HUMANAS::EDUCACAOThis dissertation is linked to the Center for Studies and Research on Schooling and Inclusion (NUEPEI) and the Postgraduate Program in Public Policies and Educational Management, at the Federal University of Santa Maria (UFSM), in the Research Line LP2 – Pedagogical Management and Educational Contexts. The research problem is based on the following question: How do the digital technological resources used during Remote Teaching have an impact on the constitution of pedagogical practices when returning to face-to-face classes? The general objective was to identify and analyze the use of digital technological resources in pedagogical practices (Post) Remote Teaching. Specific objectives: characterize pedagogical practices that use digital technological resources and reflect on the contributions of digital technological resources used for teaching work. The research product resulted in a digital Flipbook, with written and photographic documents about teaching situations, planned by educators, using digital technological resources. Methodologically, the research was based on a qualitative research approach, inspired by the cartographic method, which considers the construction processes of the research itself, as well as the subjects involved. The study was developed in a school in the Municipal Education Network of Santa Maria/ RS, which serves students from Early Childhood Education to the 5th year of Elementary School and has as collaborators four (4) teachers from Elementary School Early Years classes and a teacher who works in IT. As a recording procedure, a script was used to prepare a narrative text, made available via Google Drive, in addition to a file for including photographic records, which illustrated the work propositions. In a second moment, a conversation was held, where actions that are being developed with the use of digital technological resources were shared, an important moment of exchange and enrichment for the redefinition of the Teaching processes in this institution. The analyzes were produced considering the theoretical concepts of the authors such as: Maturana (1994, 2001, 2014), Maturana and Varela (2001); Philippe Meirieu (1998, 2006); Maria José Esteves de Vasconcellos (2018); Nilze Maria Campos Pellanda (2009); Moran, Masetto and Behrens (2013), and contributions from the literature review over a period of time from 2020 to 2022, through a selection of productions related to the theme. The data were analyzed based on two analytical dimensions: the relationships between pedagogical practices and digital technological resources; and the contributions of digital technological resources to teaching work. As a conclusion of the research, there is an investment in the power of using technology as a resource to be used and offering different ways of learning to students. Digital inclusion appears as a way to ensure that all students have adequate access to technology and training to use it effectively and responsibly. The need to invest in the continued training of teachers is emphasized, as well as guaranteeing educational IT teachers, who are essential. The contribution of technology to educational practices stands out as the experiences that are provided to students.Esta dissertação vincula-se ao Núcleo de Estudos e Pesquisas sobre Escolarização e Inclusão (NUEPEI) e ao Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional, da Universidade Federal de Santa Maria (UFSM), na Linha de Pesquisa LP2 – Gestão Pedagógica e Contextos Educativos. O problema de pesquisa parte do seguinte questionamento: Como os recursos tecnológicos digitais utilizados durante o Ensino Remoto repercutem na constituição das práticas pedagógicas no retorno às aulas presenciais?Elencou-se como objetivo geral, identificar e analisar o uso dos recursos tecnológicos digitais nas práticas pedagógicas (Pós) Ensino Remoto. Como objetivos específicos: caracterizar as práticas pedagógicas que se utilizam de recursos tecnológicos digitais e refletir sobre as contribuições dos recursos tecnológicos digitais utilizados para o trabalho docente. O produto de pesquisa resultou num Flipbook digital, com documentos escritos e fotográficos sobre situações de ensino, planejadas pelos educadores, com o uso dos recursos tecnológicos digitais. Metodologicamente, a pesquisa foi embasada em uma abordagem qualitativa de investigação, inspirada no método cartográfico, que considera os processos de construção da própria pesquisa, bem como os sujeitos envolvidos.O estudo se desenvolveu em uma escola da Rede Municipal de Ensino de Santa Maria/RS, que atende alunos da Educação Infantil ao 5º ano do Ensino Fundamental e tendo como colaboradoras quatro (4) professoras titulares de turmas do Ensino Fundamental Anos Iniciais e uma professora que atua na informática. Utilizou-se como procedimento de registro um roteiro para elaboração de texto narrativo, disponibilizado via Google Drive, além de um arquivo para inclusão de registros fotográficos, que ilustrassem as proposições de trabalho. Num segundo momento, realizou-se uma roda de conversa, onde foram compartilhadas ações que estão sendo desenvolvidas com o uso dos recursos tecnológicos digitais, um momento de troca e enriquecimento importante para ressignificação dos processos de Ensino nessa instituição. As análises foram produzidas considerando os conceitos teóricos dos autores como: Maturana (1994, 2001, 2014), Maturana e Varela (2001); Philippe Meirieu (1998, 2006); Maria José Esteves de Vasconcellos(2018); Nilze Maria Campos Pellanda(2009); Moran, Masetto e Behrens (2013), e contribuições da revisão de literatura num espaço temporal de 2020 a 2022, por meio de uma seleção das produções relativas à temática. Os dados foram analisados a partir de duas dimensões analíticas: as relações entre práticas pedagógicas e recursos tecnológicos digitais; e as contribuições dos recursos tecnológicos digitais para o trabalho docente. Como conclusão da pesquisa, existe um investimento na potência que tem o uso da tecnologia como um recurso a ser utilizado e que oferece diferentes formas de aprendizado aos alunos. A inclusão digital aparece como uma maneira de garantir que todos os alunos tenham acesso adequado à tecnologia e capacitação para utilizá-la de maneira efetiva e responsável. Enfatiza-se a necessidade de investir na formação continuada de professores, bem como garantir o professor de informática educativa, que se constitui como essencial. Destaca-se como contribuição da tecnologia para as práticas educativas, as experiências que são proporcionadas aos alunos.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalCentro de EducaçãoBridi, Fabiane Romano de Souzahttp://lattes.cnpq.br/8914947342465602Eidelwein, Monica PagelPavão, Ana Cláudia OliveiraColpo, Alexandra Marin2023-12-06T13:56:10Z2023-12-06T13:56:10Z2023-10-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/30801porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2023-12-06T13:56:10Zoai:repositorio.ufsm.br:1/30801Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-12-06T13:56:10Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
(Pós) ensino remoto: os recursos tecnológicos digitais nos processos de escolarização (Post) remote teaching: digital technological resources in school processes |
title |
(Pós) ensino remoto: os recursos tecnológicos digitais nos processos de escolarização |
spellingShingle |
(Pós) ensino remoto: os recursos tecnológicos digitais nos processos de escolarização Colpo, Alexandra Marin Práticas pedagógicas Tecnologias Ensino Aprendizagem Pedagogical practices Technologies Teaching Learning CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
(Pós) ensino remoto: os recursos tecnológicos digitais nos processos de escolarização |
title_full |
(Pós) ensino remoto: os recursos tecnológicos digitais nos processos de escolarização |
title_fullStr |
(Pós) ensino remoto: os recursos tecnológicos digitais nos processos de escolarização |
title_full_unstemmed |
(Pós) ensino remoto: os recursos tecnológicos digitais nos processos de escolarização |
title_sort |
(Pós) ensino remoto: os recursos tecnológicos digitais nos processos de escolarização |
author |
Colpo, Alexandra Marin |
author_facet |
Colpo, Alexandra Marin |
author_role |
author |
dc.contributor.none.fl_str_mv |
Bridi, Fabiane Romano de Souza http://lattes.cnpq.br/8914947342465602 Eidelwein, Monica Pagel Pavão, Ana Cláudia Oliveira |
dc.contributor.author.fl_str_mv |
Colpo, Alexandra Marin |
dc.subject.por.fl_str_mv |
Práticas pedagógicas Tecnologias Ensino Aprendizagem Pedagogical practices Technologies Teaching Learning CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Práticas pedagógicas Tecnologias Ensino Aprendizagem Pedagogical practices Technologies Teaching Learning CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation is linked to the Center for Studies and Research on Schooling and Inclusion (NUEPEI) and the Postgraduate Program in Public Policies and Educational Management, at the Federal University of Santa Maria (UFSM), in the Research Line LP2 – Pedagogical Management and Educational Contexts. The research problem is based on the following question: How do the digital technological resources used during Remote Teaching have an impact on the constitution of pedagogical practices when returning to face-to-face classes? The general objective was to identify and analyze the use of digital technological resources in pedagogical practices (Post) Remote Teaching. Specific objectives: characterize pedagogical practices that use digital technological resources and reflect on the contributions of digital technological resources used for teaching work. The research product resulted in a digital Flipbook, with written and photographic documents about teaching situations, planned by educators, using digital technological resources. Methodologically, the research was based on a qualitative research approach, inspired by the cartographic method, which considers the construction processes of the research itself, as well as the subjects involved. The study was developed in a school in the Municipal Education Network of Santa Maria/ RS, which serves students from Early Childhood Education to the 5th year of Elementary School and has as collaborators four (4) teachers from Elementary School Early Years classes and a teacher who works in IT. As a recording procedure, a script was used to prepare a narrative text, made available via Google Drive, in addition to a file for including photographic records, which illustrated the work propositions. In a second moment, a conversation was held, where actions that are being developed with the use of digital technological resources were shared, an important moment of exchange and enrichment for the redefinition of the Teaching processes in this institution. The analyzes were produced considering the theoretical concepts of the authors such as: Maturana (1994, 2001, 2014), Maturana and Varela (2001); Philippe Meirieu (1998, 2006); Maria José Esteves de Vasconcellos (2018); Nilze Maria Campos Pellanda (2009); Moran, Masetto and Behrens (2013), and contributions from the literature review over a period of time from 2020 to 2022, through a selection of productions related to the theme. The data were analyzed based on two analytical dimensions: the relationships between pedagogical practices and digital technological resources; and the contributions of digital technological resources to teaching work. As a conclusion of the research, there is an investment in the power of using technology as a resource to be used and offering different ways of learning to students. Digital inclusion appears as a way to ensure that all students have adequate access to technology and training to use it effectively and responsibly. The need to invest in the continued training of teachers is emphasized, as well as guaranteeing educational IT teachers, who are essential. The contribution of technology to educational practices stands out as the experiences that are provided to students. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-06T13:56:10Z 2023-12-06T13:56:10Z 2023-10-30 |
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/1/30801 |
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http://repositorio.ufsm.br/handle/1/30801 |
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por |
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por |
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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/ |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional Centro de Educação |
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reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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