Processos híbridos de ensino-aprendizagem : uma análise por meio do dispositivo SSC

• Ano de defesa: 2020
• Autor(a) principal: Conceição, Sheilla Silva da
• Orientador(a): Schneider, Henrique Nou
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação; Sergipe; Rio Grande do Sul; Ensino híbrido; Aprendizagem; Tecnologia educacional; Cibercultura; Processos de ensino-aprendizagem; Metodologias híbridas; Tecnologias digitais da informação e comunicação
• Palavras-chave em Inglês: Hybrid teaching; Teaching-learning processes; Hybrid methodologies; Digital technologies of information and communication; Cyberculture
• Palavras-chave em Espanhol: Enseñanza híbrida; Procesos de enseñanza-aprendizaje; Metodologías híbridas; Tecnologías digitales de información y comunicación
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/16273

This dissertation research took place within the Postgraduate Education Program of the Federal University of Sergipe. In the field of education, communication and diversity, and the education and communication line. The main objective is to understand the hybrid teachinglearning processes through the SSC device in the final years of elementary school. The specific objectives are: to analyze hybrid teaching in multi-modal educational environments through existing experiences; to propose a device for hybrid teaching mediated by Digital Information and Communication Technologies (TDIC); to experience the SSC device in the elementary school of the final years to reflect on its validation in hybrid teaching-learning processes mediated by TDIC. The dissertation elaboration process consisted of a theoretical foundation on learning, mediation, hybrid methodologies - active and inventive, hybrid teaching and cyberculture, employing digital technologies. This study is a qualitative research under the aegis of research-action-intervention for making possible the mediation and construction of learning processes. The Textual Discourse Analysis (ATD), based on Moraes and Galiazzi (2016), culminated in emerging categories. The research participating subjects included 39 students and two teachers from two municipal public schools in Aracaju/SE and São Leopoldo/RS. Hence, the research question: how hybrid teaching-learning processes can foster forms of access to information, communication, interaction, collaboration, cooperation, and styles of reasoning and knowledge. The question was answered based on experiencing the SSC hybrid teaching device with final year elementary school students and teachers from the research locus. The analyses confirmed the link between hybrid teaching and learning processes, which favored collaborative knowledge development, as it caused disruptions in teachers' pedagogical practice. From the textual discursive analysis of the learning processes - and the speech of the teachers and students involved in the research - the following categories emerged: teachers - training, interaction, motivation, technologies, hybrid teaching, and pedagogical practice of the teacher; and students - technologies, interaction, interpersonal relationships, and collaborative pedagogical practice. It was noticeable that students and teachers look forward to changes in pedagogical practices aimed at shared and dialogical learning, mediated by TDIC, which supports the formulated thesis: pedagogical practices inhibit the engagement of students and teachers for relational learning that is established in face-to-face/physical and virtual/digital interaction. Therefore, the SSC hybrid teaching device supports the forwarding of collaborative and dialogical teaching-learning processes.