FORMAÇÃO DE PROFESSORES E NOVAS TECNOLOGIAS: UMA MEDIAÇÃO POSSÍVEL?
| Ano de defesa: | 2016 |
|---|---|
| Autor(a) principal: |
BRUSTOLIM, ADRIANA DE OLIVEIRA CORREIA
 |
| Orientador(a): |
Santinello, Jamile
|
| Banca de defesa: | |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Centro-Oeste
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação (Mestrado - Irati)
|
| Departamento: |
Unicentro::Departamento de Ciências Humanas, Letras e Artes
Unicentro::Departamento de Pedagogia |
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unicentro.br:8080/jspui/handle/jspui/837 |
Resumo: | This work proposes to analyze how the teacher in his / her practice and classroom can mediate the new technologies into the teacher training at the middle level, for the construction of socio-historical and scientific-technological knowledge inside the classroom. To evidence such a questioning, the general objective was to analyze the possibilities of mediation between teacher training and new technologies, having as categories of analysis that composed this research, mediation, praxis, knowledge and resistance. The problem of teacher education in Brazil is historically rooted in the lack of training policies that have never been satisfactorily addressed in the discourses, nor in practice. Teacher education today is based on meeting the needs of the market, supported by educational policies of a neoliberal logic. It is evident to observe this fact in the discourses applied to the curriculum that segment the formation. There is a new educational principle based on the new technologies that have brought changes to the world of work and, consequently, to education. In this way, there must be a radical pedagogy, understood by Giroux (1992), who must understand the basis of the new educational principle, to articulate learn as an intellectual teacher and to establish mediation in a praxis aimed at social transformation and emancipation in favor of a resistance against hegemony. In order to analyze the above considerations, field research in education, bibliographical research and qualitative data analysis were developed as a form of research. Therefore, in the field research, a semipresencial course was elaborated, which would be carried out with professors of the state education network, of the Training Course of High School Teachers, of the cities of Guarapuava, city where UNICENTRO is located, institution in which the researcher does the course of scrictu sensu and city of Quedas do Iguaçu, city where the researcher teacher resides and a questionnaire applied in the presencial stage of the Course. To make the course effective, an Extension Project was developed. The course had a workload of 40 hours, with certification through the Universidade Estadual do Centro-Oeste - UNICENTRO, with the support of the Núcleo de Educação à Distância - NEAD, that made the course viable on the Moodle Platform of UNICENTRO. The aim of the course was to provide theoretical and methodological reflection on new technologies. In this way, the analysis tools that supported this work were: questionnaire, Course - face - to - face, Course - attendance and Course - forums and activities highlighted some issues discussed throughout the research. Through these instruments it was possible to verify that there is a possibility of mediation between teacher training and new technologies, however, should be clear knowledge of the new educational principle: science, technology and work, praxis as a curricular principle so that intellectualized teachers can fight to create resistance against exploitation and domination of capital. |