Educação não formal na pandemia de COVID-19: narrativas autobiográficas sobre a experiência de um Educador de Tecnologias e Artes do Sesc São Paulo

• Ano de defesa: 2024
• Autor(a) principal: Silva, Sergio Segal Cardoso da
• Orientador(a): Santos, Raphael Felipe da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação: Currículo
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Educação não formal; Narrativas autobiográficas; Currículo; COVID19; Design de contextos de aprendizagem
• Palavras-chave em Inglês: Non-formal education; Autobiographical narratives; Curriculum; COVID-19
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/41813

This work aimed to develop an autobiographical narrative research of an exploratory qualitative nature, on the learnings and knowledge constructed from my own experience as an educator in the Technology and Arts Program at Sesc Campinas, amid the search for pedagogical alternatives necessary to face the challenges imposed by the COVID-19 pandemic in the context of non-formal education. The study stems from an investigation, based on a narrative text, which seeks to recall these experiences while trying to understand the role of technological resources employed in the design of learning contexts (FIGUEIREDO, 2016), investigated under the actor network theory perspective. The data analyzed in this work were collected following a methodology inspired by the conceptual precepts of the hermeneutic circle proposed by Paul Ricoeur. Moreover, it uses to electronic research and a brief literature review that sought to contextualize the origin of the Technology and Arts Program of Sesc São Paulo and its configuration within Sesc Campinas. More than just technical operational learnings about the use of technologies, or the searches for creative solutions to overcome technical precariousness and the challenges posed the findings of this study have revealed wide-ranging learning that has enabled me to establish interrelationships between the practices developed and theoretical knowledge that has transformed my teaching practice. The results obtained with this work offer valuable contributions to research in education and debates about pedagogical practices in non formal education, teacher training and digital literacy that hybridize with the use of new Digital Information and Communication Technologies (DICT)