Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Silva, Fernanda Pereira da
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| Orientador(a): |
Ter??ariol, Adriana Aparecida de Lima |
| Banca de defesa: |
Ter??ariol, Adriana Aparecida de Lima,
Teixeira, Rosiley Aparecida,
Vercelli, Ligia de Carvalho Ab??es,
Gitahy, Raquel Rosan Christino,
Barros, Daniela Melar?? Vieira |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Nove de Julho
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| Programa de Pós-Graduação: |
Programa de P??s-Gradua????o em Educa????o
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| Departamento: |
Educa????o
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Palavras-chave em Espanhol: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://bibliotecatede.uninove.br/handle/tede/2232
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Resumo: |
This research is linked to the Doctoral Program in Education of the Nove de Julho University (PPGE / Uninove), specifically, to the Research Line Popular Education and Cultures (LIPEPCULT). It had as object the Digital Technologies of Information and Communication (TDIC) and the Virtual Learning Environment (AVA). The general objective of this investigation was to analyze how the digital culture and the development of technological competences are stimulated, based on the use of TDIC articulated to the virtual learning environment (Moodle) within the scope of the Distance Teacher Training course at the Federal Institute of S??o Paulo (IFSP). The questions that guided the development of this study were: Is there evidence of pedagogical initiatives, infrastructure and / or institutional policies for the development of a Digital Culture within the scope of the IFSP? What are the perceptions of the course coordinator, teachers and students regarding the presence of DICT in distance teacher education? What skills in TDIC can and / or are being developed in the course? For that, as specific objectives, the following were defined: Identify which TDIC articulated to the virtual Moodle environment are present in the pedagogical practices of teacher educators in the Distance Teacher Education course at IFSP, as well as analyze their effectiveness in the offered training; Understand what skills in TDIC are developed in this training context and how they contribute to the professional development of teachers in training; Verify the pedagogical strategies adopted in this continuing education to make the use of TDIC linked to the virtual Moodle environment feasible and analyze their contributions to the development of Digital Culture in this formative space, especially identifying the advances, difficulties and challenges to be overcome. The research universe will be the Federal Institute of Education, Science and Technology of S??o Paulo, campus S??o Paulo / Brazil, located in the north of S??o Paulo (IFSP). The research participants were students in training, teacher trainers and the coordinator of the Pedagogical Training course for Professional Education at Medium Distance Distance at the IFSP. It is a qualitative research, a case study type. As instruments of data collection were adopted: a semi-structured interview, a focus group and an online questionnaire. The main theoretical foundations were: ??lvaro Vieira Pinto; Pierre L??vy; Manuel Castells; Vani Moreira Kenski; Jo??o Mattar; Jos?? Manuel Moran, Paulo Freire, Patr??cia Behar, Shuhuai, Leeder, among others. As main results it was found that the pedagogical practices observed in the course meet the consolidation of Digital Culture, even though this is not the main objective of the course. Understanding, observing and working on the relationship that each one establishes with technological devices is an effective means of appropriating and disseminating Digital Culture. The dialogical process that involves the Distance Teacher Education of the IFSP offers subsidies for the development of competences, including technological ones. For a more comprehensive dimension of the consolidation of Digital Culture, it is essential that it be treated as a broad collective construction and not segmented into the various categories that comprise it. Appropriation, reflection / action and awareness form a solid and concise basis so that the collective construction of knowledge is inseparable from the consolidation of Digital Culture. And, finally, there is an urgent need to draw up strategies applicable to education, articulating TDIC and the development of technological skills in order to promote training that meets the emerging needs and trends in the education scenario for the performance of teachers in the 21st century. |
