O uso do Podcast como recurso de aprendizagem no ensino superior
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Data
2019-03
Autores
Orientador
Rehfeldt, Márcia Jussara Hepp
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Resumo
O presente estudo está voltado para o uso da mídia podcast enquanto recurso de aprendizagem que possibilita aos docentes estimular a autonomia de estudos e autoria discente. A pesquisa foi desenvolvida à luz do que propõe Demo (2004, 2011a, 2011b, 2016a, 2016b, 2016c, 2018) com o educar pela pesquisa e de
Ausubel (2003) com sua teoria de aprendizagem significativa. Este estudo trata-se de uma pesquisa qualitativa com aproximação metodológica a um estudo de caso, em que o pesquisador buscou, por meio de sua proposta pedagógica, fazer uma interface entre a criação de episódios de podcast de autoria discente com o educar pela pesquisa de Pedro Demo. Deste modo, utiliza a teoria de aprendizagem significativa de Ausubel (2003) para tentar responder a seguinte questão-problema: Quais são as implicações da utilização da mídia podcast, enquanto recurso de aprendizagem autônoma e potencialmente significativa, por estudantes do ensino superior na disciplina Tópicos Especiais em Computação, inserida nos cursos de Sistemas de Informação, Engenharia da Computação, Engenharia de Software e Redes de Computadores da Universidade do Vale do Taquari – Univates? Como forma de responder a esta pergunta, o pesquisador elaborou uma prática pedagógica, organizada em 7 encontros presenciais que posteriormente transformaram-se em 9, nos quais estimulou os acadêmicos a estudarem de forma autônoma e a serem autores de seus próprios episódios de podcast. A coleta de dados foi realizada por meio de entrevistas, questionários, anotações, gravações,
pré-testes e pós-testes. Os dados foram analisados com o auxílio do software NVIVO e foram identificadas duas categorias a priori, que são: 1-“Estudante Autor e Autônomo”; 2-“Podcast enquanto estratégia de aprendizagem”. A primeira categoria tem, ainda, duas subcategorias, “O papel do professor autor no desenvolvimento do estudante autor e autônomo” e “A passividade petrificante”. Para o pesquisador, os
principais resultados foram: estudantes com maior engajamento nos estudos; estudantes empoderados da autonomia de estudos e aprendendo a aprender; estudantes compreendendo a importância de seu papel enquanto sujeito que aprende de forma autônoma; estudantes demonstrando indícios de aprendizagem
relacionados à temática de estudo. Além disso, ficou evidente a importância do papel docente na mediação da aprendizagem e no auxílio à emancipação dos sujeitos.
This study is focused on the use of podcasts as learning resources that allows teachers to stimulate the students’ autonomy and authorship in studying. The research was developed based on the proposals of Demo (2004, 2011a, 2011b, 2016a, 2016b, 2016c, 2018), which is about educating through research and Ausubel’s significant learning theory (2003). This study is a qualitative research that has methodological approach as a case study in which the researcher aimed, by means of its pedagogic proposal, to create an interface between the construction of students’ podcasts episodes with the principle of educating by research from Pedro Demo. In this way, it uses Ausubel’s significant learning theory (2003) in order to try answering the following problem question. ‘Which are the implications in using Podcasts as autonomous and potentially significant learning resource with college students in the signatures of Special Topics in Computing, which is inserted in the programs of Informational Systems, Computer Engineering, Software Engineering and Computer Networks from Universidade do Vale do Taquari – Univates?’ To answer this question, the researcher developed a pedagogic practice organized in nine presential lessons in which he stimulated students to investigate autonomously and to be authors of their own Podcasts episodes. The data collect was held by means of interviews, questionnaires, notes, recordings, pre-tests and post-tests. The data were analyzed with the help of NVIVO software were identified two categories a priori such as 1-‘Student’s authorship and autonomy’; 2-‘Podcast as learning strategy’. The first one has yet two subcategories that are ‘Teacher-author’s role in developing student authorship and autonomy’ and ‘The petrifying passivity’. To the researcher, the main results are students with more commitment to the study; empowered and autonomous students learning how to learn; students understanding the importance of their roles as a subject who learns autonomously; students showing signs of learning related to the theme of study. Besides this, were evident the importance of teacher’s role in mediating the learning process and in helping the emancipation of the subjects.
This study is focused on the use of podcasts as learning resources that allows teachers to stimulate the students’ autonomy and authorship in studying. The research was developed based on the proposals of Demo (2004, 2011a, 2011b, 2016a, 2016b, 2016c, 2018), which is about educating through research and Ausubel’s significant learning theory (2003). This study is a qualitative research that has methodological approach as a case study in which the researcher aimed, by means of its pedagogic proposal, to create an interface between the construction of students’ podcasts episodes with the principle of educating by research from Pedro Demo. In this way, it uses Ausubel’s significant learning theory (2003) in order to try answering the following problem question. ‘Which are the implications in using Podcasts as autonomous and potentially significant learning resource with college students in the signatures of Special Topics in Computing, which is inserted in the programs of Informational Systems, Computer Engineering, Software Engineering and Computer Networks from Universidade do Vale do Taquari – Univates?’ To answer this question, the researcher developed a pedagogic practice organized in nine presential lessons in which he stimulated students to investigate autonomously and to be authors of their own Podcasts episodes. The data collect was held by means of interviews, questionnaires, notes, recordings, pre-tests and post-tests. The data were analyzed with the help of NVIVO software were identified two categories a priori such as 1-‘Student’s authorship and autonomy’; 2-‘Podcast as learning strategy’. The first one has yet two subcategories that are ‘Teacher-author’s role in developing student authorship and autonomy’ and ‘The petrifying passivity’. To the researcher, the main results are students with more commitment to the study; empowered and autonomous students learning how to learn; students understanding the importance of their roles as a subject who learns autonomously; students showing signs of learning related to the theme of study. Besides this, were evident the importance of teacher’s role in mediating the learning process and in helping the emancipation of the subjects.
Descrição
Palavras-chave
Podcast; Recurso de aprendizagem; Estudante autor e autônomo; Learning Resource; Student’s authorship and autonomy
Citação
SILVA, Maurício Severo Da. O uso do Podcast como recurso de aprendizagem no ensino superior. 2019. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 26 mar. 2019. Disponível em: http://hdl.handle.net/10737/2533.