Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
MACHADO, Josefa Alexandrina Medeiros de Oliveira
 |
| Orientador(a): |
ALBUQUERQUE, José de Lima |
| Banca de defesa: |
LEITE, Emanuel Ferreira,
CORREIA NETO, Jorge da Silva,
MORAES FILHO, Rodolfo Araújo de |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Tecnologia e Gestão em Educação a Distância
|
| Departamento: |
Unidade Acadêmica de Educação a Distância e Tecnologia
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7957
|
Resumo: |
The present dissertation is part of a research that sought to verify how the new technological environments of public schools that attend the modality of elementary education of the initial years of Recife-PE, are organized as a structure and resources as well as to identify the conception of its managers and teachers About its use as a pedagogical tool for experiencing hybrid practices in the training of elementary school students. This study is exploratory and descriptive, so we adopted qualitative research as methodological strategy, using a questionnaire application and semi-structured interview as a procedure. As for the theoretical contribution, some authors who discuss the theme were chosen: Michael G Moore, Greg Kenski Kearsley, Jose Armando Valente, Carmem Maia, Frederico Litto and João Mattar. The subjects of the research were the teachers and managers, crowded at the Monte Verde Municipal School of the Municipal Teaching Network of Recife, for more than two years, considering that the environment was installed in the unit in 2015. Broadly speaking, the technological environment was described As a space of great structure, with technological tools and media resources rich in pedagogical possibilities, however, teachers do not feel the will to develop virtual activities articulated to face-to-face. Regarding the conception of EaD as a formative modality for elementary school students, initial years, the largest number of respondents acknowledges to be possible but point to the absence of teacher training as an impediment to the development of a hybrid pedagogical work. Results indicate that despite the fact that they have an environment that offers resources that include classroom and distance learning experiences, difficulties still prevail for the development of virtual activities with students in the initial grades of elementary school. The research elucidates elements that can subsidize interventions that foster and support the insertion of EaD in the formative practice of teachers and students of elementary education along the consolidation of the implantation of Technological Environments. |
