Representações de alunos sobre a integração curricular das TIC no ensino básico
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/143503 |
Resumo: | This article is a summation of a broader research project carried out for a PhD thesis, which investigated the potential and limits of the implementation of Information and Communication Technology (ICT) as a cross-subject educational area. The study was undertaken using a qualitative methodology, compatible with the phenomenological approach, which aimed to capture the meaning that a group of primary school pupils attributed to an integrated educational experience based on the involvement of teachers of different school subjects. Hence, the content of interviews with the pupils was analysed, which gave rise to their representations about the experience and their ideas on the topic, including a set of suggestions for making improvements. The conclusion arrived at is that despite the importance attributed to ICT as a cross-subject educational area, the curricular model based on a framework of subjects is a difficult paradigm to break, even by the pupils, who do not reject the possibility of retaining a specific time and space to learn about the technology. |
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Representações de alunos sobre a integração curricular das TIC no ensino básicoPupils’ representations about the curricular integration of ICT in primary school educationTICEnsino integradoCompetências transversaisAlunosRepresentaçõesICTIntegrated educationTransversal skillsPupilsRepresentations This article is a summation of a broader research project carried out for a PhD thesis, which investigated the potential and limits of the implementation of Information and Communication Technology (ICT) as a cross-subject educational area. The study was undertaken using a qualitative methodology, compatible with the phenomenological approach, which aimed to capture the meaning that a group of primary school pupils attributed to an integrated educational experience based on the involvement of teachers of different school subjects. Hence, the content of interviews with the pupils was analysed, which gave rise to their representations about the experience and their ideas on the topic, including a set of suggestions for making improvements. The conclusion arrived at is that despite the importance attributed to ICT as a cross-subject educational area, the curricular model based on a framework of subjects is a difficult paradigm to break, even by the pupils, who do not reject the possibility of retaining a specific time and space to learn about the technology. Este artigo apresenta um recorte de uma investigação mais ampla, realizada no contexto de uma tese de doutoramento, cujo propósito é interrogar as potencialidades e os limites da implementação das Tecnologias de Informação e Comunicação (TIC) como área de formação transdisciplinar. Trata-se de um estudo desenvolvido a partir de um enfoque qualitativo, compatível com a abordagem fenomenológica, que procurou captar o significado que um grupo de alunos do ensino básico atribuiu a uma experiência de ensino integrado, baseada no envolvimento de professores de diversas disciplinas escolares. Para tanto, analisou-se o conteúdo de entrevistas realizadas com alunos, nas quais figuram as suas representações sobre a experiência vivenciada e as suas ideias no âmbito da temática em causa, incluindo um conjunto de sugestões de melhoria para situações futuras. Conclui-se que, apesar da importância atribuída às TIC enquanto área de formação transdisciplinar, o modelo curricular de matriz disciplinar constitui um paradigma difícil de ser quebrado, inclusive por alunos, que não descartaram a possibilidade de se manter um espaço e um tempo específicos para a aprendizagem sobre tecnologias.Universidade de São Paulo. Faculdade de Educação2018-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/14350310.1590/s1678-4634201707157951Educação e Pesquisa; v. 44 (2018); e157951Educação e Pesquisa; Vol. 44 (2018); e157951Educação e Pesquisa; Vol. 44 (2018); e1579511678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/143503/138190https://www.revistas.usp.br/ep/article/view/143503/138191Copyright (c) 2018 Educação e Pesquisainfo:eu-repo/semantics/openAccessCruz, Elisabete2018-05-18T13:02:04Zoai:revistas.usp.br:article/143503Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2018-05-18T13:02:04Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Representações de alunos sobre a integração curricular das TIC no ensino básico Pupils’ representations about the curricular integration of ICT in primary school education |
title |
Representações de alunos sobre a integração curricular das TIC no ensino básico |
spellingShingle |
Representações de alunos sobre a integração curricular das TIC no ensino básico Cruz, Elisabete TIC Ensino integrado Competências transversais Alunos Representações ICT Integrated education Transversal skills Pupils Representations |
title_short |
Representações de alunos sobre a integração curricular das TIC no ensino básico |
title_full |
Representações de alunos sobre a integração curricular das TIC no ensino básico |
title_fullStr |
Representações de alunos sobre a integração curricular das TIC no ensino básico |
title_full_unstemmed |
Representações de alunos sobre a integração curricular das TIC no ensino básico |
title_sort |
Representações de alunos sobre a integração curricular das TIC no ensino básico |
author |
Cruz, Elisabete |
author_facet |
Cruz, Elisabete |
author_role |
author |
dc.contributor.author.fl_str_mv |
Cruz, Elisabete |
dc.subject.por.fl_str_mv |
TIC Ensino integrado Competências transversais Alunos Representações ICT Integrated education Transversal skills Pupils Representations |
topic |
TIC Ensino integrado Competências transversais Alunos Representações ICT Integrated education Transversal skills Pupils Representations |
description |
This article is a summation of a broader research project carried out for a PhD thesis, which investigated the potential and limits of the implementation of Information and Communication Technology (ICT) as a cross-subject educational area. The study was undertaken using a qualitative methodology, compatible with the phenomenological approach, which aimed to capture the meaning that a group of primary school pupils attributed to an integrated educational experience based on the involvement of teachers of different school subjects. Hence, the content of interviews with the pupils was analysed, which gave rise to their representations about the experience and their ideas on the topic, including a set of suggestions for making improvements. The conclusion arrived at is that despite the importance attributed to ICT as a cross-subject educational area, the curricular model based on a framework of subjects is a difficult paradigm to break, even by the pupils, who do not reject the possibility of retaining a specific time and space to learn about the technology. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-01-01 |
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://www.revistas.usp.br/ep/article/view/143503 10.1590/s1678-4634201707157951 |
url |
https://www.revistas.usp.br/ep/article/view/143503 |
identifier_str_mv |
10.1590/s1678-4634201707157951 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/143503/138190 https://www.revistas.usp.br/ep/article/view/143503/138191 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 44 (2018); e157951 Educação e Pesquisa; Vol. 44 (2018); e157951 Educação e Pesquisa; Vol. 44 (2018); e157951 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
_version_ |
1787713812547239936 |