Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Faria, Lodovico Ortlieb
 |
| Orientador(a): |
Fazenda, Ivani Catarina Arantes |
| 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
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Educação
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| País: |
BR
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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/9885
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Resumo: |
The new information and communication technologies (ICT) have advanced significantly since the late 20th century, promoting substantial changes in the way man builds his relationship with time, space, himself, the other and the wholeness through cyberculture. The possible fast access to contents available on the World Wide Web is not necessarily translated into knowledge, but often as accumulated information consumed uncritically. In this scenario of fast transformations the school is placed; intensely experiencing the conflicts and contradictions of the demands for digital inclusion arising from society. Also in this scenario, we have the teachers, who face the limitations and possibilities of developing proposals to promote interaction between ICT and students education process. In this setting, the great question in this investigation is How well do physics licensure teachers at the Brazilian Federal Institute of Espírito Santo (IFES) use ICT in their teaching practice? This question in this study shows the teacher as person, his life story and educational background, historically placing the movements of approach and distancing; of adherence or resistance to ICT in the personal and professional spheres. Based on these observations, this investigation aims at analyzing the use of technologies in the Physics Licensure Program at IFES according to teachers knowledge, practice and educational background . Methodologically, we opted for qualitative research, from an interdisciplinary perspective, valuing subjectivity translated into the values and world views of study teachers. The reality approach strategies adopted were questionnaires for the initial mapping and group profiling; and autobiographical reports covering teachers lives, education and everyday practice. The results show that the use of ICT during education practices carried out at these schools cannot be dealt with as an isolated phenomenon; without proper thinking built on interdisciplinary networks woven from man s concepts, knowledge and society, which are foundations for political and pedagogical project and commitment to individuals whole education |
