Detalhes bibliográficos
| Ano de defesa: |
2025 |
| Autor(a) principal: |
Suarez, Marco Antonio Martinez
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| Orientador(a): |
Liberali, Fernanda Coelho
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| 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 Pós-Graduação em Educação: Formação de Formadores
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| Departamento: |
Faculdade de Educação
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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://repositorio.pucsp.br/jspui/handle/handle/44114
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Resumo: |
This dissertation is part of the context of the Brincadas Extension Project organized by the research group Language in Activities in the School Context (LACE) of PUC-SP. Based on the principles of Critical Collaborative Research (PCCol) (Magalhães, 2007, 2011), the general objective of the study was to investigate the perceptions of the researcher-trainers participating in the Project about the use of digital tools, analyzing their contribution to continuous training practices in the critical-collaborative perspective. The construction of the corpus was structured in two stages: initially, a detailed survey of the digital tools used in the Project meetings was carried out, based on the participants' responses and the analysis of the materials available in the Brincadas database. Subsequently, a questionnaire was applied via Google Forms, with the purpose of validating the most recurrent tools and understanding how they were used in training practices. The analysis of the corpus was guided by the methodological actions of describing, informing, confronting and reconstructing, according to proposals by Smyth (1992) and linguistically and discursively expanded by Liberali (2004, 2008, 2012, 2024). Based on this, the following specific objectives were proposed: (a) to identify the main digital tools used in the Brincadas Project during 2023; (b) describe the most significant digital tools, analyzing their contributions to an education in the critical-collaborative perspective; and (c) to analyze how the researcher-trainers appropriated these tools, considering their impact on continuing education. The results revealed that tools such as Google Docs, Zoom, WhatsApp, Google Drive, Canva and Padlet were widely used, standing out for their ability to enable communication, planning and execution of training activities. These digital tools not only facilitated interaction and integration among participants, but also expanded critical reflections and strengthened collaborative work within the scope of the Collectives of Investigation and Action (COLINA). In addition, the analysis of the categories showed significant learning resulting from the use of digital tools. In the action of describing, the participants reported the positive impact of these tools on the organization and execution of activities. The action of informing revealed the presence of theoretical principles such as Engaged Multiliteracy and agency, while the action of confronting highlighted collaborative strategies to overcome technical and pedagogical challenges. Finally, in the rebuild action, the participants proposed concrete improvements for the use of the tools in future activities, emphasizing the importance of continuous study and critical and creative mastery of digital tools. This study concludes that the use of digital tools in the Brincadas Project mediates collaborative and emancipatory learning, promoting transformative formative practices. Although digital literacy is not the central focus of the Project, its activities contribute significantly to the development of this competence among the participants. Thus, this work reaffirms the relevance of integrating theory and practice in the continuous training of educators, highlighting the transformative potential of digital tools in educational contexts |
