Bibliographic study on digital technologies in science teaching in Adult Education: possibilities of connectivism in the dialogic-problematizing perspective

• Autor(a) principal: Figueredo, Geneci Libarino
• Data de Publicação: 2022
• Outros Autores: José, Wagner Duarte
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/15221
• topic: 7.08.04.02-8; Conectivismo; Levantamento bibliográfico; Ciências da Natureza e suas Tecnologias; Educação de Jovens e Adultos; Connectivism; Bibliografic survey; Natural Sciences and its Technologies; Youth and Adult Education

This article presents results of a bibliographic study on the integration of Digital Information and Communication Technologies (TDIC) in teaching of Natural Sciences and its Technologies (CNT), in scope of Youth and Adult Education (EJA). Its objective was to verify how the assumptions of Connectivism, proposed by Siemens in 2005, had been put into effect in those productions and their possibilities for teaching in the dialogic-problematizing perspective of education. Characterized as bibliographical and exploratory, the research was based on Bardin's Content Analysis, considering the scientific productions published in the period 2000-2019 in the following databases: Digital Library of Theses and Dissertations, Catalog of Theses and Dissertations from Capes, Portal Scielo, Capes Journal Portal, Proceedings of National Meeting for Research in Science Education, Proceedings of National Symposium on Teaching Physics, Proceedings of National Encounter for Teaching Chemistry, Proceedings of National Encounter for Teaching Biology, web pages of Meeting of Research in Physics Teaching. It was established as an inclusion criterion scientific productions related to use of TDIC in teaching of CNT in the context of EJA. As a result, 29 productions were identified that made up the corpus, consisting of 13 dissertations, 11 works published in events, 4 articles and 1 thesis. Three categories of analysis have emerged from the investigation: school practices (23 productions), didactic material (5) and survey research (1). From the first category, two others have emerged called activities without internet (12) and activities with internet (11). There were evidences of four of the eight connectivist assumptions and, from the resulting analyzes, possibilities of Connectivism were inferred for the dialogic-problematic teaching of Freirean matrix in that type of education, in the context of digital culture.