Comunidades virtuais de educadores: um espaço virtual de construção da prática docente

• Ano de defesa: 2006
• Autor(a) principal: Medeiros, Leila Lopes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Programa de Pós-graduação em Educação; Educação
• Palavras-chave em Português: Comunidades virtuais; Internet na educação; Inovação educacional; Efeito das inovações tecnológicas na educação; Multimídia interativa na educação; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://app.uff.br/riuff/handle/1/18456

The aim of this research is to analyze the way how educators, especially teachers, are adapting to Information and Communication Technologies (ICT) in order to incorporate these technologies in their pedagogic task. This thesis also analyzes how some of the mentioned professionals articulate and use their own technology in order to form virtual groups - the so-called virtual communities and have promoted a debate, which goes beyond the strict technological aspects. This research defends the hypothesis that the mentioned communities constitute virtual versions of traditional classroom situations in which, until the seventies, the mentioned professionals frequently used to come together to exchange experiences and, thus, reflect about and construct their own teaching practice. This movement indicates a contra-hegemonic potential in these communities, proportional to the participation, which stimulates the reflection and confrontation of ideas. In order to carry out the investigation, it was necessary to delineate the historical and economical context, where the phenomena being studied is inserted and establishes a theoretical reference and a methodology that expresses the inert contradictions in the capitalistic production structure and, especially, in the way the use of ICT has been carried out, for both the maintenance of hegemony and its conquest. For the study of the phenomena at issue, the research made use of Logic Historical Materialism and the categories of contradiction, praxis and totality. The empiric research was based on a cease study from exchanged messages in a virtual community of educators.