Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
JACOPUCCI, FABIANA WANRHATH |
| Orientador(a): |
Azevedo , Adriana Barroso de |
| Banca de defesa: |
Furlin, Marcelo,
Frahira-Martins , France |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
| Programa de Pós-Graduação: |
Educacao
|
| Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/2096
|
Resumo: |
Technological development has brought about several changes in our society and these transformations affect the educational field. Culture Maker is one of the possibilities for inserting educational information technology in schools and has contributed to citizen education, insofar as it stimulates experiential learning by putting hands-on in planning and carrying out educational activities. Therefore, I seek to understand the experience of a teacher of educational informatics when using technological resources with maker aspects as enhancers of the teaching-learning process aiming at the protagonism and authorship of the students. Therefore, it is necessary: (i) to know the teacher who uses the maker culture in teaching practice, as well as the school in which he is inserted and carries out the pedagogical activities; (ii) reflect on the life trajectory and professional teacher education and (iii) understand possible contributions of (self) biography to teacher education as a potentializing device for authorship and protagonism of educational actors. Along this path, the methodological option I adopt is qualitative research, in the narrative modality, grounded as a method by the Canadian school represented by Clandinin and Connelly (2015), inspired epistemologically in the (auto) biographical research in Aragon (2011) and Josso ( 2004); in the conception of education and experience in John Dewey (1929, 1973, 1997 and 2013) and Jorge Larrossa (2019). With regard to teacher training, contributions originated in Demo (2000), Paro (2018), Pimenta (2012), Sacristán (1990) and Tardiff (2012). The interpretative methodological resources of phenomenology based on the conceptions of Capalbo (1987), Sokolowski (2012) and Cerbone (2014) and hermeneutics through the reflections of Palmer (2018). The synthesis of my thinking announces the importance of valuing the trajectory of life and teacher training in which self-narratives become devices for the appropriation of teacher knowledge acquired during professional practice and together with maker education allows learning be reconstructive and political, contributing to the development of students' sense of authorship and protagonism in the process of becoming citizens. |
