Educação personalizada : uma análise comparativa entre o que se propõe na literatura e o que compreendem os professores

• Autor(a) principal: OLIVEIRA, Nayara de Lima
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8811
• topic: Educação personalizada; Concepção pedagógica; Pesquisa bibliográfica; CIENCIAS HUMANAS::EDUCACAO

Personalized education is an educational concept with pedagogical purposes, which considers student training in all dimensions. It emerges from the initiative of making the student protagonist and autonomous in the teaching and learning process and emerged a lot in the context of educational innovations, which demand new ways of teaching, as well as new ways of learning. It is precisely around this reality, which requires change and innovation, that it is up to the teacher to have the immersion and knowledge to deal with all educational contexts. In this sense, this research seeks to answer the question: are the definitions/understandings about personalized education in the literature the same in the understanding of teachers from Brazilian educational institutions? Emphasizing the objective which is to investigate the definitions/understandings of personalized education in the literature compared to those of professors from Brazilian educational institutions to scale at the Brazilian level how personalized education has been discussed. The present study has a qualitative-quantitative approach, being a bibliographical, exploratory and descriptive research, which had the participation of 107 Brazilian teachers from all levels of education. The methodology is divided into three stages, stage 1, bibliographic survey, consists of the search for documents (articles, dissertations and theses) that deal with personalized education. Stage 2, a questionnaire and an interview applied, in order to collect data on the teachers' knowledge about personalization and stege 3, comparison between the data obtained in stege 1 and stege 2. Data analysis was performed through different methods and techniques: statistical inference using Microsoft Excel® (all steges), bibliometric analysis using IRAMUTEQ software (all steges); Cronbach's alpha coefficient α (step 2) and Bardin content analysis (step 1 and 2). The results show a very small number of works in the literature on personalized education when compared to the amount of database and education researchers that we have in Brazil. The concepts about personalized education of teachers converged at some points with those presented in the literature, such as the importance of understanding the uniqueness of the student, student protagonism, consideration of the different forms and modes of learning, respect for the student's objective and rhythm. and attention to your personal needs. However, the concepts presented by teachers in relation to the conceptualization of personalized education are presented in a generic way and sometimes even inconsistent with the literature. This observation shows that although they present a notion about personalized education, in most cases, especially in the questionnaire, sufficient arguments were not presented to infer that they in fact adequately conceptualize personalized education based on the literature. Another important point that was quite highlighted in the concepts presented in the literature concerns the mediating role of the teacher and that in the definition of teachers was not considered, that is, they understand the student should be the protagonist, but they do not present arguments about the new role of the teacher. for this to actually happen in personalized education.