Tecnologias Digitais de Informação e Comunicação e formação online para professores do curso de Pedagogia no contexto da cibercultura
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Data
2017-06
Autores
Orientador
Rehfeldt, Márcia Jussara Hepp
Banca
Rehfeldt, Márcia Jussara Hepp
Marchi, Miriam Ines
Quartieri, Marli Teresinha
Giongo, Ieda Maria
Junior, João Batista Bottentuit
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Resumo
A crescente inserção das Tecnologias Digitais da Informação e da Comunicação (TDIC) no Ensino Superior indica a necessidade de promover a formação continuada online aos professores de modo a torná-los aptos a lidar com as potencialidades comunicacionais e pedagógicas das interfaces digitais. Nesse sentido, a presente pesquisa propôs-se a analisar quais as contribuições de um curso de formação online, acerca do potencial comunicacional e pedagógico das Tecnologias Digitais de Informação e Comunicação no contexto da cibercultura, para a prática pedagógica de um grupo de professores de Pedagogia de uma Instituição de Ensino Superior no Estado do Maranhão. A vertente teórica seguiu pressupostos relativos à formação continuada de professores (NÓVOA, 2009; TARDIF, 2011) e da educação online (SANTOS, 2006; SILVA, 2010); às tecnologias digitais (KENSKI, 2007; MATTAR, 2013, BORBA; CHIARI, 2013; PRETTO; RICCIO, 2010) e à cibercultura e ao ciberespaço (LÉVY, 2014; CASTELLS, 2011). A investigação foi realizada na Faculdade Pitágoras do Maranhão e teve como sujeitos envolvidos professores do Curso de Pedagogia. A priori, efetivou-se uma formação com o grupo de doze docentes do referido curso. A proposta foi ancorada em um desenho didático interativo que incluiu não somente encontros presenciais. Em seguida, ocorreu o acompanhamento da prática pedagógica de dois docentes que participaram da formação. Trata-se de uma pesquisa com abordagem qualitativa, com procedimentos técnicos do estudo de caso e aproximando-se de pressupostos pesquisa-ação. Os dados foram coletados mediante questionários, entrevista semiestruturada e observação-participante e, ato contínuo, analisados a partir da técnica da análise textual discursiva apresentada por Moraes e Galiazzi (2013). Analisando os resultados da formação online na prática docente, emergiram as categorias: a) A Percepção dos Professores Sobre as TDIC; b) A Importância da Formação Continuada para os Professores e c) As Repercussões da Formação Continuada para os professores e obtiveram-se os seguintes resultados: a) Grande parte dos professores faziam uso, no cotidiano, das redes sociais facebook e instagram e reconheceram serem as TDIC fundamentais à preparação e efetivação das aulas. Isso demonstra a necessidade de práticas de formação online, em ambientes de aprendizagem, para que os professores vivenciem projetos autorais e atuem como mediadores do conhecimento a partir das interfaces digitais; b) O design interativo adotado para desenho da formação privilegiou o rompimento das barreiras tempo e espaço e possibilitou aos professores vivenciarem uma experiência didática dinâmica, crítica, autônoma e autoral; c) A experiência de produzir vídeos em grupo foi considerada essencial para provocar reflexão acerca da prática em sala de aula; d) A segurança para o uso das tecnologias é um processo; portanto, requer tempo e experiências de formação, em espaços de participação-interação, com base no conceito de modificar, alterar, intervir na mensagem.
The increasing insertion of Digital Information and Communication Technologies (DICT) in Higher Education indicates the need to promote continuous online teacher training in order to prepare them to handle the communicational and pedagogical potentials of digital interfaces. In this sense, this research proposes analyzing what are the contributions of an online training course concerning the communicational and pedagogical potential of Digital Information and Communication Technologies within the cyberculture context for the pedagogical practices of a group of Pedagogy teachers at a Higher Education Institution in Maranhão. The theoretical source follows presuppositions relative to continuous teacher training (NÓVOA, 2009; TARDIF, 2011) and online education (SANTOS, 2006; SILVA, 2010), to digital technologies (KENSKI, 2007; MATTAR, 2007, 2013, BORBA & CHIARI, 2013; PRETTO & RICCIO, 2010), and to cyberculture and cyberspace (LÉVY, 2014; CASTELLS, 1996). The investigation was carried out at the Pitágoras College in Maranhão and the subjects involved are teachers from the Pedagogy Course. Firstly, a group of twelve professors from the above course was formed. The proposal was anchored on an interactive didactic design that included not only attendance meetings. After that, the pedagogical practice of two professors taking part in the training was followed up. The research is of a qualitative approach with the technical procedures of a case study and approximating the presuppositions of research-action. The data were collected through questionnaires, semi-structured interviews and observation-attendance and, in a continuous action, analyzed with the discursive textual analysis as presented by Moraes & Galiazzi (2013). By analyzing the results of the teachers' practice online training, the following categories arose: a) Professors perceptions about the DICT; b) The importance of Continuous Training for teachers; and c) The Continuous Training Repercussions for the teachers and the following results were obtained: a) A large portion of teachers use social networks such as Facebook and Instagram in their daily lives and acknowledge that the DICT are essential nowadays for class preparation and effectiveness. That goes to show the need for online training practices in learning environments where teachers experience personal projects and act as mediators of knowledge through digital interfaces; b) the interactive design adopted to design the training favored breaking the time and space barriers and allowed the teachers to enjoy a dynamic, critical, autonomous and personal didactic experience; c) the experience of producing videos in groups was considered as being essential to provoke a reflection on classroom practice, and; d) confidence in the use of technologies is a process, and therefore requires time and training experiences within participation-interaction spaces based on the concept of modifying, altering, intervening the message.
The increasing insertion of Digital Information and Communication Technologies (DICT) in Higher Education indicates the need to promote continuous online teacher training in order to prepare them to handle the communicational and pedagogical potentials of digital interfaces. In this sense, this research proposes analyzing what are the contributions of an online training course concerning the communicational and pedagogical potential of Digital Information and Communication Technologies within the cyberculture context for the pedagogical practices of a group of Pedagogy teachers at a Higher Education Institution in Maranhão. The theoretical source follows presuppositions relative to continuous teacher training (NÓVOA, 2009; TARDIF, 2011) and online education (SANTOS, 2006; SILVA, 2010), to digital technologies (KENSKI, 2007; MATTAR, 2007, 2013, BORBA & CHIARI, 2013; PRETTO & RICCIO, 2010), and to cyberculture and cyberspace (LÉVY, 2014; CASTELLS, 1996). The investigation was carried out at the Pitágoras College in Maranhão and the subjects involved are teachers from the Pedagogy Course. Firstly, a group of twelve professors from the above course was formed. The proposal was anchored on an interactive didactic design that included not only attendance meetings. After that, the pedagogical practice of two professors taking part in the training was followed up. The research is of a qualitative approach with the technical procedures of a case study and approximating the presuppositions of research-action. The data were collected through questionnaires, semi-structured interviews and observation-attendance and, in a continuous action, analyzed with the discursive textual analysis as presented by Moraes & Galiazzi (2013). By analyzing the results of the teachers' practice online training, the following categories arose: a) Professors perceptions about the DICT; b) The importance of Continuous Training for teachers; and c) The Continuous Training Repercussions for the teachers and the following results were obtained: a) A large portion of teachers use social networks such as Facebook and Instagram in their daily lives and acknowledge that the DICT are essential nowadays for class preparation and effectiveness. That goes to show the need for online training practices in learning environments where teachers experience personal projects and act as mediators of knowledge through digital interfaces; b) the interactive design adopted to design the training favored breaking the time and space barriers and allowed the teachers to enjoy a dynamic, critical, autonomous and personal didactic experience; c) the experience of producing videos in groups was considered as being essential to provoke a reflection on classroom practice, and; d) confidence in the use of technologies is a process, and therefore requires time and training experiences within participation-interaction spaces based on the concept of modifying, altering, intervening the message.
Descrição
Palavras-chave
Docência online; Cibercultura; Tecnologias digitais; Formação de professores; Interfaces digitais
Citação
VIÉGAS, Shirley Ribeiro Carvalho. Tecnologias Digitais de Informação e Comunicação e formação online para professores do curso de Pedagogia no contexto da cibercultura. 2016. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 15 dez. 2016. Disponível em: http://hdl.handle.net/10737/1577.