Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Santos, Glauco de Souza
 |
| Orientador(a): |
Silva, Maria da Graça Moreira da |
| Banca de defesa: |
Não Informado pela instituição |
| 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 Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Faculdade de Educação
|
| 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: |
https://tede2.pucsp.br/handle/handle/21915
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Resumo: |
This research is part of the research line of New Technologies in Education of the Postgraduate Program in Education: curriculum of the Pontifical Catholic University (PUC-SP). Many schools have been implementing TDIC in their classrooms in the last decades, but the teacher training for the use of these digital tools in order to promote the autonomy of their students has not happened in a satisfactory way. In this sense, this study aims to identify the stages experienced by the teacher when implementing the flipped classroom in his pedagogical practice with the use of TDIC. To achieve this goal, this research was based on a reference in some authors to define the concept of autonomy as Paulo Freire and John Dewey. In addition, Donald Schön was used to understand the process of reflection on the action carried out by the teachers and concluded with José Moran, José Valente, Maria Elizabeth Bianconcini and others to define active methodologies and the flipped classroom. To carry out the research, the methodological trajectory of this study was followed by four biweekly meetings in a flipped classroom format with five teachers from the Basic Education of the ECCOS College of São José dos Campos (SP), where they discussed the previously worked support texts at home, socialized their practice applied the previous week and constructed a new lesson plan in the flipped classroom model. In this way, the reports and material produced by the teachers illustrated the path they have taken in the reflexive process to configure their practice in the flipped classroom model, placing the student as the subject of the teaching and learning process. The conclusion of this dissertation was that from the implantation of active methodologies, the teachers seek to re-elaborate their role in the teaching and learning process, understand the protagonism of the student and opening space for the construction of autonomy |
