Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Frigo, Letícia Ferreira
 |
| Orientador(a): |
Trivinho, Eugênio |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Comunicação e Semiótica
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| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
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| País: |
Brasil
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| 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: |
https://tede2.pucsp.br/handle/handle/20536
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Resumo: |
The present research deals with the use of digital technologies in the classroom as an auxiliary resource in the teaching-learning process, aiming at the individual and / or collective cognitive extension of subjects guided by interactivity and the adoption of collaborative learning practices: hybrid teaching and connectivism. The corpus of this research is anchored in the use of these technologies in the construction of the student's autonomy, making him the co-author of his learning, from the information search process to the content transformation, through filtering and data selection. Within this link, the following questions are raised: [1] Are the procedures, which presuppose interactive bilaterality, adopted by the practice of hybrid teaching, and establishe the use of such technologies in the classroom, to be applicable? [2] Do connectivist practices that seek to expand content circulating on the web through data sharing really form networks of interests in which the subjects involved exchange discoveries? [3] What are the reasons why many schools and teachers reject technological immersion in school, discouraging and / or prohibiting the use of such equipment in schools? The hypotheses drawn during this research point to the need to define how these processes become possible; and to this end, the topics addressed to digital learning highlight some of these practices, such as the search for information, through rhizomatic navigation and hypertextual and / or hypermedia reading, and the development of self-learning practices. The research highlights the role of the teacher in face of this new panorama and his current attributions regarding the methodologies for the insertion of the subjects in the cyberspace. The objective of this work is justified in the use of digital equipment as auxiliary tools to promote the cognitive expansion of subjects and to increase collective intelligence through playful and transformative practices. The result of the research, noting these two intellectual effects through the use of these technologies and the large-scale exclusion of society, which is on the margins of this process, advocates the need to include more subjects in these innovations and democratize the use of digital technologies as way to reduce social differences generated by educational discrepancies in our society. Research indicates that matching the learning opportunities will reduce the social gulf among the students; Therefore, the adoption of collaborative practices with the use of digital technologies promotes inclusion in the learning spheres, potentially improving their socioeconomic conditions |
