Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Sesso, Paula Regina
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| Orientador(a): |
Almeida, Fernando José de
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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 Estudos Pós-Graduados em Educação: Currículo
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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/40023
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Resumo: |
This research was developed in the Postgraduate Program in Education: Curriculum, within the Research Line of New Technologies in Education at the Pontifical Catholic University of São Paulo. Its objective is to investigate, analytically explain, and reconstruct the central concept of hybridism in Education and its relations with theory, official documents from the National Council of Education / Ministry of Education, and teachers' conceptions and practices in Elementary Education. Hybridism, as a concept under construction and change along with society, deserves the continuous task of being thought about. This is a qualitative, exploratory, and argumentative research, based on procedures of hermeneutic interpretation and textual discourse analysis. Based on the literature review, data collection was structured in the Opinions of the National Council of Education / Ministry of Education from 2020 to 2023 and interviews with five generalist teachers from the early years of Elementary School in private schools in the state of São Paulo. The analysis and interpretation of the data resulted in the observation and questioning of gaps, contradictions, and incongruences between theories, practices, and objectives of the guidelines proposed by the National Council of Education / Ministry of Education, which, within the time limit of this research, are awaiting partial approval. The study shows that the concept and conception of a structured model of hybrid education, in theories and in a large part of the official documents, produce negative limitations to the role of the teacher and the diverse realities of Brazilian students, as well as weaken the potential of ICTs in teaching and learning relationships, leading to the conclusion of the absence of legal and pedagogical justifications for its regulation as Guidelines at the national level |
