Formação do educador-coinvestigador, desenvolvimento da coaprendizagem e práticas pedagógicas: convergências entre transdisciplinaridade, aprendizagem, mapeamento cognitivo e tecnologias

• Ano de defesa: 2021
• Autor(a) principal: Góes, Ubaldo Tonar Teixeira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Transdisciplinaridade; Mapeamento cognitivo; Práticas pedagógicas; Coinvestigação; Integração de softwares de pesquisa
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/63245

In the reality of the rapid changes of the 21st century, together with the universe of renewal of pedagogical practices and/or in the development of search, the formation of the Educator coinvestigator must be rethought, under the integration of the assumptions of Transdisciplinarity, Digital Technologies and Cognitive Mapping of information. Under such a scenario, in this Thesis the training of the Educator-coinvestigator and their significant learning was carried out and investigated, taking into account the process of appropriation of new knowledge and knowledge, interrelating the fields of knowledge Learning, Cognition and Knowledge. To characterize this search, the discipline Transdisciplinarity, ICT and the Educator-Co-investigator (TTEC_2018.1) was adopted, offered in the first half of 2018, by the Doctorate of Education at the Federal University of Ceará (UFC). The students of this course were: 11 (eleven) Student-Cursors; 5 (five) Trainer-co-investigator, among them, the proponent of this Thesis, and another Doctoral Student, who participated in the core of the mediation team of practices and 1 (one) Trainer-Coordinator, in this case the supervisor of the current Thesis. The pedagogical use of the VLE TelEduc was carried out to assist in the development of the discipline's online activities, with emphasis on the use of TelEduc Discussion Forums, in the aspect of favoring the development of asynchronous collaborative learning, through the realization of cognitive mapping, which indicative of how the course students develop the processes of co-learning and co-investigation, reconstruct multiple knowledge and establish inter-relations between contents of different subfields of knowledge were investigated. Specifically, the narratives posted collaboratively by the students in the TelEduc Discussion Forums 2, 6, 8 and 9 were analyzed and interpreted. Theoretically and methodologically the search is qualitative and research-action based on the following assumptions: da transdisciplinarity (DELEUZE, GUATTARI, NICOLESCU, MORIN, MORAES), cognitive mapping, co-learning and co-investigation (OKADA), pedagogical and cognitive use of digital technologies (ALMEIDA, VALENTE), Ausubelian Meaningful Learning (ASA) (AUSUBEL), Analysis Discursive Textual (ATD) (GALIAZZI, MORAES) and Multidimensional Qualitative Analysis (AQM) (RIBEIRO, SOUSA, VALENTE). With the purpose of establishing a cognitive strategy, in the form of a previous Ausubelian organizer (AUSUBEL, 2003), the Word Art software was used to form a Word Cloud, and the IRaMuTeQ software to prepare Dendrograms, with the aim of emerging categories of the TelEduc Discussion Forums 2, 6, 8 and 9, to seek the assessment of student learning. With the defined categories, with the help of Word Clouds and Dendrograms, these were used as data input for the Hierarchical, Implicative and Cohesive Classification (CHIC) software, to obtain the Similarity Trees, with the purpose of extracting forms from hierarchical and relational correlations between the categories, to, in light of the p students' narratives, the theoretical framework and objectives of the Thesis, the development of the AQM matures, expressed in the form of descriptive and interpretive metatexts. Furthermore, from a transdisciplinary perspective, and as a result of the AQM, carried out in front of the pedagogical actions posted on the TelEduc Forums, evidence of interconnections and appropriations of knowledge and content emerged with the course students, in the scenario of the knowledge subfields Learning, Cognition and Technologies, which they raise rethinking the renewal of the assumptions of Educator-Co-investigator Training, Co-learning, and the integration of Co investigative Pedagogical Practices.