Diálogo, contextualização dos saberes e autonomia em Paulo Freire e a semipresencialidade na Educação Superior
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF) |
Texto Completo: | http://tede.upf.br/jspui/handle/tede/1218 |
Resumo: | In designing the individuals liberation by moorings oppression in traditional education, the education for critical consciousness, by Freire, propose a pedagogical act anchored in teacherlearners-object of knowledge, which a teacher is rarely seen as knowledge mediator, because the object of knowledge is transformed by student. Thus, teachers and learners are strategic subjects in the educational process, who search through dialogue, reflection and critical insertion in the reality, a transformation of your context, rendering, accordingly, the education into a permanent and emancipatory process. In this sense, such knowledges about Freire’s pedagogy become necessary in Distance Learning in order that it can also produce an education for freedom. On the basis of these theoretical and methodological principles for education, the research exposed in this dissertation investigates the presence of Freire's evidences referring to dialogue, autonomy and knowledge contextualization in educational practices of blended disciplines in one higher education institution, located in Passo Fundo/RS. With the purpose to answer this goal, was performed an initial literature review related of Freire theory and Distance Learning; a selection of sample (four disciplines of distinct courses, with different credits numbers and tasks carried); an application of three instruments, checklists to identify Freire’s categories on blended disciplines, systematic observation/non-participation, which allow the logical-conceptual categories approach in collective and individual activities in Moodle platform, and an analysis of founded evidences so that ascertain the significance of Freire's theory in comprehension and successful experiences in Distance Learning. While emphasize Freire's categories of blended disciplines, this research showed some difficulties in relation to choice and development activity by teachers, participants in the sample, than report that dialogue implementation, autonomy and knowledge contextualization in educational practices did not occur in full form and the modification of traditional education, using blended learning and Information and Communication Technology, requires a new perspective, planning and subject innovation involved in education process. |
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Bertolin, Júlio Cesar Godoy61515469972http://lattes.cnpq.br/1349303996573606Silva, Juliano Tonezer da69933286072http://lattes.cnpq.br/978199685270177001262256054http://lattes.cnpq.br/7043033449257166Bohrz, Rafaela2018-04-26T18:35:50Z2017-08-16BOHRZ, Rafaela. Diálogo, contextualização dos saberes e autonomia em Paulo Freire e a semipresencialidade na Educação Superior. 2017. 115 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2017.http://tede.upf.br/jspui/handle/tede/1218In designing the individuals liberation by moorings oppression in traditional education, the education for critical consciousness, by Freire, propose a pedagogical act anchored in teacherlearners-object of knowledge, which a teacher is rarely seen as knowledge mediator, because the object of knowledge is transformed by student. Thus, teachers and learners are strategic subjects in the educational process, who search through dialogue, reflection and critical insertion in the reality, a transformation of your context, rendering, accordingly, the education into a permanent and emancipatory process. In this sense, such knowledges about Freire’s pedagogy become necessary in Distance Learning in order that it can also produce an education for freedom. On the basis of these theoretical and methodological principles for education, the research exposed in this dissertation investigates the presence of Freire's evidences referring to dialogue, autonomy and knowledge contextualization in educational practices of blended disciplines in one higher education institution, located in Passo Fundo/RS. With the purpose to answer this goal, was performed an initial literature review related of Freire theory and Distance Learning; a selection of sample (four disciplines of distinct courses, with different credits numbers and tasks carried); an application of three instruments, checklists to identify Freire’s categories on blended disciplines, systematic observation/non-participation, which allow the logical-conceptual categories approach in collective and individual activities in Moodle platform, and an analysis of founded evidences so that ascertain the significance of Freire's theory in comprehension and successful experiences in Distance Learning. While emphasize Freire's categories of blended disciplines, this research showed some difficulties in relation to choice and development activity by teachers, participants in the sample, than report that dialogue implementation, autonomy and knowledge contextualization in educational practices did not occur in full form and the modification of traditional education, using blended learning and Information and Communication Technology, requires a new perspective, planning and subject innovation involved in education process.Ao idealizar a libertação dos indivíduos das amarras da opressão do ensino tradicional, a educação problematizadora de Paulo Freire propõe o ato pedagógico ancorado no tripé educador-educando-objeto do conhecimento, no qual o educador não é mais visto apenas como o mediador dos saberes, uma vez que o objeto de conhecimento é transformado pelo educando. Desse modo, educadores e educandos são sujeitos estratégicos do processo educacional, que buscam por meio do diálogo, da reflexão e da inserção crítica da realidade a transformação do seu contexto, tornando, assim, a educação um processo permanente e emancipatório. Nesse sentido, tais saberes da pedagogia freireana tornam-se necessários na Educação a Distância a fim de que nela se possa também produzir uma educação libertadora. Com base nesses princípios teóricos e metodológicos de educação, a pesquisa exposta nesta dissertação investiga a presença das evidências freireanas referentes ao diálogo, à autonomia e à contextualização do saber nas práticas educacionais de disciplinas semipresenciais em uma instituição de ensino superior, localizada em Passo Fundo/RS. A fim de atender a esse objetivo, realizou-se uma revisão inicial de literatura, relacionada à teoria de Freire e à Educação a Distância; a seleção de uma amostra (quatro disciplinas de cursos distintos, as quais possuem diferentes números de créditos e tipos de tarefas desenvolvidas); a aplicação de três instrumentos, checklist para identificação das categorias freireanas em disciplinas semipresenciais, do tipo de observação sistemática/não-participante, os quais permitem a abordagem das categorias lógico-conceituais nas atividades coletivas e individuais da plataforma Moodle; e a análise das evidências encontradas a fim de que se possa averiguar a importância da teoria freireana para a compreensão e a prática bem-sucedida da EaD. Apesar de evidenciar categorias freireanas na semipresencialidade, este trabalho permitiu observar algumas dificuldades em relação à escolha e ao desenvolvimento das atividades propostas pelos docentes, participantes da amostra, do que se conclui que a concretização do diálogo, da autonomia e da contextualização do saber nas práticas educacionais não ocorreu de forma plena e que a modificação do ensino presencial, por meio do uso da modalidade semipresencial e das Tecnologias da Informação e Comunicação, exige um novo olhar, planejamento e inovação dos sujeitos envolvidos no processo educacional.Submitted by Mariana Freitas (marianafreitas@upf.br) on 2018-04-26T18:35:50Z No. of bitstreams: 1 2017RafaelaBohrz.pdf: 750440 bytes, checksum: 787ec787ed1b1d298d6b24b3c94c845e (MD5)Made available in DSpace on 2018-04-26T18:35:50Z (GMT). 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dc.title.por.fl_str_mv |
Diálogo, contextualização dos saberes e autonomia em Paulo Freire e a semipresencialidade na Educação Superior |
dc.title.alternative.eng.fl_str_mv |
Dialogue, contextualization of knowledge and autonomy in Paulo Freire and the semipresencialidade in Higher Education |
title |
Diálogo, contextualização dos saberes e autonomia em Paulo Freire e a semipresencialidade na Educação Superior |
spellingShingle |
Diálogo, contextualização dos saberes e autonomia em Paulo Freire e a semipresencialidade na Educação Superior Bohrz, Rafaela Autonomia escolar Ensino a distância Ensino superior CIENCIAS HUMANAS::EDUCACAO |
title_short |
Diálogo, contextualização dos saberes e autonomia em Paulo Freire e a semipresencialidade na Educação Superior |
title_full |
Diálogo, contextualização dos saberes e autonomia em Paulo Freire e a semipresencialidade na Educação Superior |
title_fullStr |
Diálogo, contextualização dos saberes e autonomia em Paulo Freire e a semipresencialidade na Educação Superior |
title_full_unstemmed |
Diálogo, contextualização dos saberes e autonomia em Paulo Freire e a semipresencialidade na Educação Superior |
title_sort |
Diálogo, contextualização dos saberes e autonomia em Paulo Freire e a semipresencialidade na Educação Superior |
author |
Bohrz, Rafaela |
author_facet |
Bohrz, Rafaela |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bertolin, Júlio Cesar Godoy |
dc.contributor.advisor1ID.fl_str_mv |
61515469972 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1349303996573606 |
dc.contributor.advisor-co1.fl_str_mv |
Silva, Juliano Tonezer da |
dc.contributor.advisor-co1ID.fl_str_mv |
69933286072 |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/9781996852701770 |
dc.contributor.authorID.fl_str_mv |
01262256054 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7043033449257166 |
dc.contributor.author.fl_str_mv |
Bohrz, Rafaela |
contributor_str_mv |
Bertolin, Júlio Cesar Godoy Silva, Juliano Tonezer da |
dc.subject.por.fl_str_mv |
Autonomia escolar Ensino a distância Ensino superior |
topic |
Autonomia escolar Ensino a distância Ensino superior CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
In designing the individuals liberation by moorings oppression in traditional education, the education for critical consciousness, by Freire, propose a pedagogical act anchored in teacherlearners-object of knowledge, which a teacher is rarely seen as knowledge mediator, because the object of knowledge is transformed by student. Thus, teachers and learners are strategic subjects in the educational process, who search through dialogue, reflection and critical insertion in the reality, a transformation of your context, rendering, accordingly, the education into a permanent and emancipatory process. In this sense, such knowledges about Freire’s pedagogy become necessary in Distance Learning in order that it can also produce an education for freedom. On the basis of these theoretical and methodological principles for education, the research exposed in this dissertation investigates the presence of Freire's evidences referring to dialogue, autonomy and knowledge contextualization in educational practices of blended disciplines in one higher education institution, located in Passo Fundo/RS. With the purpose to answer this goal, was performed an initial literature review related of Freire theory and Distance Learning; a selection of sample (four disciplines of distinct courses, with different credits numbers and tasks carried); an application of three instruments, checklists to identify Freire’s categories on blended disciplines, systematic observation/non-participation, which allow the logical-conceptual categories approach in collective and individual activities in Moodle platform, and an analysis of founded evidences so that ascertain the significance of Freire's theory in comprehension and successful experiences in Distance Learning. While emphasize Freire's categories of blended disciplines, this research showed some difficulties in relation to choice and development activity by teachers, participants in the sample, than report that dialogue implementation, autonomy and knowledge contextualization in educational practices did not occur in full form and the modification of traditional education, using blended learning and Information and Communication Technology, requires a new perspective, planning and subject innovation involved in education process. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-08-16 |
dc.date.accessioned.fl_str_mv |
2018-04-26T18:35:50Z |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
BOHRZ, Rafaela. Diálogo, contextualização dos saberes e autonomia em Paulo Freire e a semipresencialidade na Educação Superior. 2017. 115 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2017. |
dc.identifier.uri.fl_str_mv |
http://tede.upf.br/jspui/handle/tede/1218 |
identifier_str_mv |
BOHRZ, Rafaela. Diálogo, contextualização dos saberes e autonomia em Paulo Freire e a semipresencialidade na Educação Superior. 2017. 115 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2017. |
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Universidade de Passo Fundo |
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