Perspectivas da teoria das inteligências múltiplas para a educação a distância: uma análise do curso de Licenciatura em Pedagogia do NEAD-UFMA

• Ano de defesa: 2014
• Autor(a) principal: SANTOS, Thays Fernanda Silva dos
• Orientador(a): 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: Cultura e Sociedade
• País: BR
• Palavras-chave em Português: Inteligências múltiplas; Psicologia cognitiva; Educação a distância
• Palavras-chave em Inglês: Multiple intelligences; Cognitive psychology; Distance education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tedebc.ufma.br:8080/jspui/handle/tede/60

This research is based on the theory of Multiple Intelligences and the implications of its trajectory development for Distance Education. The main objective of the study is to understand how human intellectual competencies are being stimulated and combined in the context of Distance Education to foster teaching and learning methods capable of developing different skills. In order to carry out this analysis, procedures guided by a quantitative methodology with some qualitative treatment were used with a descriptive and interpretative orientation. From a conceptual standpoint, the study starts with the measurement/evaluation of behavioral and/or social-affective variables that could be measured, compared and/or related during the course of the empirical research, and also, the use of validated and standardized questionnaires through the sampling technique of simple random probability. Thirty-five Pedagogy Teaching Degree Distance Education students of the Federal University of Maranhão (NEAD-UFMA) took part in the study that sought to investigate students cognitive profiles and technological competence domains as well as explore an array of exercises proposed by their teachers in Moodle environment through the use of note taking and inquiry techniques. Results obtained revealed the existence of some heterogeneity in the average score of self-identification with students' multiple intelligences from the sampling, however, although no dominance of any particular intelligence was found by applying the Multiple Intelligences Check-List, higher averages for self-identification scores of linguistic and intrapersonal intelligences were found by applying the Iconic Questionnaire. The analysis of activities in the Moodle revealed that, despite the myriad of possibilities of tasks afforded by the environment, the linguistic and logical-mathematical intelligences are the most valued ones in the Distance Education context analyzed. Furthermore, it was possible to perceive that parameters deployed by the teachers to assign grades to students are limited to reading, writing and logical problems solving skills.