Formação continuada de professores sob a perspectiva da aprendizagem significativa e tecnologias educacionais: análise de propostas de capacitação no contexto da educação superior

• Ano de defesa: 2020
• Autor(a) principal: Iasmin Rabelo de Queiroz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; ICB - INSTITUTO DE CIÊNCIAS BIOLOGICAS; Programa de Pós-Graduação em Neurociências; UFMG
• Palavras-chave em Português: Aprendizagem Significativa; Tecnologias Educacionais; Neurociência Educacional; Capacitação de Professores; Ensino e aprendizagem; Neurociência cognitiva; Educação a distância; Aprendizagem; Capacitação de professores; Tecnologia educacional
• Link de acesso: http://hdl.handle.net/1843/34273

The learning process is the object of study for several areas of knowledge. The understanding of this process is an important reference for guiding the planning of the educational process. Educational Neuroscience is considered to have the potential to promote the translation of knowledge about cognitive processes into the classroom. However, this can occur through the direct or indirect route, and the indirect route involves contributions from cognitive and educational psychology. In this context, it stands out the Meaningful Learning Theory, developed by David Ausubel, which addresses the acquisition of meanings through the interaction between new knowledge and those already established in the cognitive structure of the learner. One of the ways for the knowledge about learning to reach the classroom is the continuous training of teachers. Several studies demonstrate that the Digital Communication and Information Technologies have the potential to make this training feasible, considering the differences in the availability and distribution of these professionals, both temporally and geographically. The main objective of the study was to analyze teachers’ conception about training proposals built in the context of distance education and from the perspective of the Meaningful Learning Theory and Educational Technologies. 75 teachers from the public basic education network participated in the research, 15 in the first training proposal and 60 in the second training proposal. The study was carried out in the sequence of the following steps: construction and application of the semi-presential teacher training proposal, data collection and analysis, construction and application of the entirely remote teacher training proposal, data collection and analysis. The evaluation of the proposals by the participants was carried out through two questionnaires and, in the case of the first proposal, also through a focus group. For both proposals, the participants carried out a satisfactory evaluation of the quality indicators. In addition, on a scale of 1 to 5, the average self-assessment of previous knowledge about Meaningful Learning was 1.87, and, after capacity assessments, the average self-assessment was 3.95. Similarly, the average self-assessment of knowledge about Educational Technologies was 2.0 to 4.0. Therefore, the presented data supports that, according to the participants, the training proposals built from the perspective of Meaningful Learning and Educational Technologies contributed to the understanding of the learning process and construction of digital skills, helping to reduce important gaps in teacher training.