Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
SANTOS, Dionísia Fernanda Paixão
 |
| Orientador(a): |
RODRIGUES, Sannya Fernanda Nunes
|
| Banca de defesa: |
RODRIGUES, Sannya Fernanda Nunes
,
SILVA, Jackson Ronie Sá da
,
BOTTENTUIT JUNIOR, João Batista
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM CULTURA E SOCIEDADE/CCH
|
| Departamento: |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/3566
|
Resumo: |
Distance Education (EaD) has stood out as an educational modality in recent decades, especially after its regulation by the Law of Directives and Bases of Brazilian Education (LDB) - Law nº. 9.394/96 and the creation of the Open University of Brazil (UAB). Despite the growth of this teaching modality, there are numerous challenges and difficulties, such as lack of adequate infrastructure, evasion, and deficiencies in teacher training for the use of Information and Communication Technologies (TIC). In this context, we felt the need to discuss distance teacher education and the integration of TIC in the educational process. Thus, this research aimed to investigate how the use of TIC occurs in the context of teacher education in the distance learning Bachelor's Degree Course in Biological Sciences at the Universidade Federal do Maranhão. For this, a qualitative approach was favored, under the bias of a case study, complemented by a documental research. As instruments of data collection, semi-structured interviews were conducted with professors and tutors, as well as the analysis of the Pedagogical Project of the Course (PPC). The methodological reference used for the analysis of the interviews and the PPC was the content analysis proposed by Bardin (2016). The results show that the course seeks ruptures from the traditional teaching model and is in a transition phase. Factors that may be contributing to this transition are: the COVID-19 pandemic that brought to light discussions and reflections on the access and use of TIC in the teaching-learning process, allied to this interim is the training received from teachers, that is, teachers who attended graduation after the 1990 (digital revolution and dissemination of computers) have more time of continuing education and familiarity with the use of TIC in their teaching practice. However, the course still lacks a curricular proposal aimed at the degree in EaD and for the training of teachers in the use of TIC. |
