Saberes docentes na cultura digital: a implementação da portaria nº 1.428 em cursos presenciais de licenciatura da Universidade Federal de Alagoas

• Ano de defesa: 2019
• Autor(a) principal: Silva, Jéssica Adriana Rocha da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Educação; UFAL
• Palavras-chave em Português: Ensino superior; Educação à distância; Cultura digital; Tecnologia da informação e comunicação; Professores – Formação; Higher education; Distance education; Digital culture; Information and communication technology; Teachers - Training; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/5927

Faced with the demands of the knowledge of a connected society, in the last years the concern of the Institutions of Higher Education (IHS) in observing the present changes and demands is observed. In view of this, we have invested and invested in the entry of undergraduate courses, pedagogical practices and methods that involve the use of Digital Information and Communication Technologies (DICTs), in order to enable an up-to-date and adequate training in the face of challenges, increasing in the educational area in the 21st century. Linked to this phenomenon, we observed the increasing offer of face-to-face distance learning courses, supported by Brazilian legislation through Ministry of Education (MEC) Ordinance 1428/2018, since its first version published in 2001. Given this scenario, considering the reality of the Federal University of Alagoas (UFAL) with the use of DICTs, we analyzed the use according to Administrative Rule no. 1.428 / 2018, of the 20% at distance in some degree courses in the Campus A.C. Simões, they are: Biological Sciences, Physical Education, Geography, Spanish Literature, Mathematics, Pedagogy and Chemistry. We start from the following question: how do university professors, from a public institution, use the 20% at a distance in their subjects in classroom courses and what teaching knowledge are involved in this process? Therefore, our aim was to analyze the aspects related to the implementation of the ordinance in the studied IHS, seeking to understand the teaching knowledge that permeates the university teaching activity in the institution, delineating the profile of teachers through the analysis of the documents of the current legislation that deliberate about the semi-presential teaching. in Brazil, as well as the undergraduate course plans. It was based on the foundation of studies by Anastasiou and Pimenta (2002), Bacich (2015), Carlini and Tarcia (2010), Horn and Staker (2015), Masetto (1998; 2012), Moran (2005; 2015), Pimentel (2017), Tardif (2011), Zabala and Arnau (2010), among others. The theoretical-methodological approach that guided this research can be situated in the broad field of qualitative research, in a descriptive approach, using the perspective of a case study. The instruments for data collection were individual semi-structured interviews with teachers allied to document analysis. To examine the data generated, the technique of content analysis was undertaken. The data analysis showed that even without an internal document to the university that regulates the use of the ordinance, the use of 20% is a practice found among the faculty of the institution, even though most of them are not included in the Pedagogical Plans, menus and lecture plans analyzed. It can also be seen that there are doubts as to the use of the implemented percentage, and that the increase from 20% to up to 40% through the studied ordinance is still unknown to most, not being implemented either in the analyzed courses or in their courses. Pedagogical Plans. And, furthermore, we conclude from our analysis that in the development of distance learning subjects, teachers need to mobilize in the creation of learning contexts suitable for cyberculture, a set of knowledge that goes beyond the specific content of their field, coming from in most of the experiential knowledge, for not having initial and/or permanent formation for the teaching in the digital culture.