New technologies and mediation of knowledge in collaborative activities in higher education

Detalhes bibliográficos
Autor(a) principal: Barbato, Silviane
Data de Publicação: 2014
Outros Autores: Caixeta, Juliana Eugênia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/4314
Resumo: In this text, we present the advancements in collaborative learning reached by us during a forum on a polemic issue. There were 53 undergraduate students participating with 69 posts. Interaction patterns were identified and a dialogical analysis of the subject area was made. The results indicated that the dialog was build upon two topics: a) Professional training and educational action and b) personal training and action, directed by purports of ethics and citizenship in education. There was an initial focus on the personal positions in relation to the situation reported, later changing to a focus on the posts of the forum itself, with a meta-analysis, transforming the traditional interaction pattern.
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spelling New technologies and mediation of knowledge in collaborative activities in higher educationNuevas tecnologías y mediación del conocimiento en actividades colaborativas en la educación superiorNovas tecnologias e mediação do conhecimento em atividades colaborativas no ensino superiorPadrões interacionaisEducação híbridaFormação de professoresPosicionamentosRelação teoria-práticaPatrones de interacciónEducación híbridaFormación de profesoresPosicionamientosRelación teoría y prácticaInteraction patternsHybrid educationTeacher trainingPositionsTheory-practice relationshipIn this text, we present the advancements in collaborative learning reached by us during a forum on a polemic issue. There were 53 undergraduate students participating with 69 posts. Interaction patterns were identified and a dialogical analysis of the subject area was made. The results indicated that the dialog was build upon two topics: a) Professional training and educational action and b) personal training and action, directed by purports of ethics and citizenship in education. There was an initial focus on the personal positions in relation to the situation reported, later changing to a focus on the posts of the forum itself, with a meta-analysis, transforming the traditional interaction pattern.En este artículo, presentamos el resultado que obtuvimos en el aprendizaje colaborativo en un foro con tema polémico. Cincuenta y tres alumnos de grado participaron con sesenta y nueve mensajes. Los patrones de interacción fueron identificados y el texto sometido al análisis dialógico temático. Los resultados indicaron que el diálogo fue construido sobre dos temas: a) formación profesional y acción pedagógica; y b) formación y actuación personal, dirigidos por sentidos de ética y ciudadanía en educación. Inicialmente los participantes plantearon los posicionamientos personales en la situación-problema relatada, y enseguida cambiaron el enfoque hacia los mensajes del propio foro con meta análisis, con modificación en el patrón de interacción tradicional.Neste texto, apresentamos os avanços que obtivemos em aprendizagem colaborativa em fórum de tema polêmico. Participaram 53 graduandos com 69 postagens. Foram identificados os padrões interacionais e feita análise dialógica temática. Os resultados indicaram que o diálogo foi construído em dois temas: a) formação profissional e ação pedagógica e b) formação e atuação pessoal, direcionados por sentidos de ética e cidadania na educação. Houve enfoque inicial nos posicionamentos pessoais sobre a situação relatada, seguido por mudança para enfoque nas postagens do próprio fórum com metaanálise, com transformação do padrão interacional tradicional.Faculdade de Educação - Universidade de Brasília2014-09-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/linhascriticas/article/view/431410.26512/lc.v20i42.4314Linhas Críticas; Vol. 20 No. 42 (2014): Narrativas de Formação; 363-382Linhas Críticas; Vol. 20 Núm. 42 (2014): Narrativas de Formação; 363-382Linhas Crí­ticas; v. 20 n. 42 (2014): Narrativas de Formação; 363-3821981-04311516-489610.26512/lc.v20i42reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/4314/3944Copyright (c) 2016 Linhas Críticashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBarbato, SilvianeCaixeta, Juliana Eugênia2023-08-09T16:20:51Zoai:ojs.pkp.sfu.ca:article/4314Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br1981-04311516-4896opendoar:2023-08-09T16:20:51Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv New technologies and mediation of knowledge in collaborative activities in higher education
Nuevas tecnologías y mediación del conocimiento en actividades colaborativas en la educación superior
Novas tecnologias e mediação do conhecimento em atividades colaborativas no ensino superior
title New technologies and mediation of knowledge in collaborative activities in higher education
spellingShingle New technologies and mediation of knowledge in collaborative activities in higher education
Barbato, Silviane
Padrões interacionais
Educação híbrida
Formação de professores
Posicionamentos
Relação teoria-prática
Patrones de interacción
Educación híbrida
Formación de profesores
Posicionamientos
Relación teoría y práctica
Interaction patterns
Hybrid education
Teacher training
Positions
Theory-practice relationship
title_short New technologies and mediation of knowledge in collaborative activities in higher education
title_full New technologies and mediation of knowledge in collaborative activities in higher education
title_fullStr New technologies and mediation of knowledge in collaborative activities in higher education
title_full_unstemmed New technologies and mediation of knowledge in collaborative activities in higher education
title_sort New technologies and mediation of knowledge in collaborative activities in higher education
author Barbato, Silviane
author_facet Barbato, Silviane
Caixeta, Juliana Eugênia
author_role author
author2 Caixeta, Juliana Eugênia
author2_role author
dc.contributor.author.fl_str_mv Barbato, Silviane
Caixeta, Juliana Eugênia
dc.subject.por.fl_str_mv Padrões interacionais
Educação híbrida
Formação de professores
Posicionamentos
Relação teoria-prática
Patrones de interacción
Educación híbrida
Formación de profesores
Posicionamientos
Relación teoría y práctica
Interaction patterns
Hybrid education
Teacher training
Positions
Theory-practice relationship
topic Padrões interacionais
Educação híbrida
Formação de professores
Posicionamentos
Relação teoria-prática
Patrones de interacción
Educación híbrida
Formación de profesores
Posicionamientos
Relación teoría y práctica
Interaction patterns
Hybrid education
Teacher training
Positions
Theory-practice relationship
description In this text, we present the advancements in collaborative learning reached by us during a forum on a polemic issue. There were 53 undergraduate students participating with 69 posts. Interaction patterns were identified and a dialogical analysis of the subject area was made. The results indicated that the dialog was build upon two topics: a) Professional training and educational action and b) personal training and action, directed by purports of ethics and citizenship in education. There was an initial focus on the personal positions in relation to the situation reported, later changing to a focus on the posts of the forum itself, with a meta-analysis, transforming the traditional interaction pattern.
publishDate 2014
dc.date.none.fl_str_mv 2014-09-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/4314
10.26512/lc.v20i42.4314
url https://periodicos.unb.br/index.php/linhascriticas/article/view/4314
identifier_str_mv 10.26512/lc.v20i42.4314
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/4314/3944
dc.rights.driver.fl_str_mv Copyright (c) 2016 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 20 No. 42 (2014): Narrativas de Formação; 363-382
Linhas Críticas; Vol. 20 Núm. 42 (2014): Narrativas de Formação; 363-382
Linhas Crí­ticas; v. 20 n. 42 (2014): Narrativas de Formação; 363-382
1981-0431
1516-4896
10.26512/lc.v20i42
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br
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