O PBworks e a atuação didático-pedagógica de professores do 1º ano, em uma escola de Ensino Médio da rede estadual - Imperatriz/MA
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Data
2016-04-26
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Orientador
Marchi, Miriam Ines
Banca
Marchi, Miriam Ines
Rehfeldt, Márcia Jussara Hepp
Strohschoen, Andréia Aparecida Guimarães
Gonzatti, Sônia Elisa Marchi
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Resumo
As tecnologias digitais da informação e comunicação (TDIC) ocasionam transformações em todas as esferas sociais, principalmente em relação aos jovens, já que cada vez mais cedo estão expostos às mídias digitais. Nesse contexto, ao procurar atender a demanda educativa desses jovens, tem se a figura do professor, que não teve uma alfabetização tecnológica adequada para romper com as formas tradicionais de ensino e inserir no seu fazer pedagógico aulas mais dinâmicas e criativas. Assim, surgiu o objetivo dessa pesquisa, investigar se a utilização do Ambiente Virtual de Aprendizagem PBworks contribui na atuação didático-pedagógica de professores do 1º ano do ensino médio em uma escola da rede estadual em Imperatriz-MA. Buscou-se, por meio da realização de oficinas, capacitar os professores para desenvolverem atividades com os alunos, por meio do Ambiente Virtual de Aprendizagem PBworks. A metodologia apoiou-se no enfoque qualitativo e de acordo com seus objetivos configura-se como estudo de caso. A coleta de dados consistiu em aplicação de questionário a seis professores do 1º ano sobre seus conhecimentos prévios acerca das tecnologias, três oficinas direcionadas a esses mesmos professores sobre o AVA PBworks, qualificando-os para que desenvolvessem atividades com os alunos, observação participante em campo durante o desenvolvimento dessas atividades e entrevista semiestruturada aplicada a três desses professores para saber se o AVA PBworks contribuiu com sua prática pedagógica. Utilizaram-se, como instrumentos de coleta de dados, o questionário, o diário de campo, a gravação, a filmagem e a entrevista semiestruturada e para análise desses dados seguiu-se análise textual discursiva. No âmbito da pesquisa, os professores apresentaram pouco conhecimento em relação aos aparatos tecnológicos disponíveis para a educação, não se perceberam como responsáveis diretos da inclusão digital, no entanto, constatou-se que os professores tem uma visão otimista da tecnologia educacional, acreditam na contribuição que esses recursos podem trazer ao aprendizado do aluno. Os resultados evidenciaram que é possível a aplicabilidade do recurso, apesar das dificuldades encontradas. Os professores ficaram motivados ao desenvolverem as atividades e reconheceram que a plataforma virtual contribuiu com suas práticas originando uma possibilidade de mudança para a realidade tecnológica da escola.
Digital information and communication technologies (TDIC) caused changes in all spheres of society, especially for young people, as at an earlier age are exposed to digital media. In this context, to seek to meet the educational demand of these young people, has been the teacher's figure, which did not have adequate technological literacy to break with traditional ways of teaching and to insert into your teaching classes more dynamic and creative. The objective of this research arose, to investigate whether the use of PBworks Virtual Learning Environment contributes to the didactic and pedagogical activities of the first grade of high school teachers in a state school in Imperatriz-MA. It attempted to, through workshops, training teachers to develop activities with the students through the Virtual Learning Environment PBworks. The methodology relied on qualitative approach and in accordance with your goals is configured as a case study. Data collection consisted of a questionnaire to six teachers of the first grade of their prior knowledge of the technologies, three workshops aimed at those same teachers about AVA PBworks, qualifying them to develop activities with the students, participant observation field during the development of these activities and semi-structured interview applied to three of these teachers to see if the AVA PBworks contributed their teaching. They were used as data collection instruments, the questionnaire, the diary, recording, filming and semi-structured interviews and data analysis followed discursive textual analysis. As part of the study, teachers had little knowledge regarding the technological devices available for education, not perceived as directly responsible for digital inclusion, however, it was found that teachers have an optimistic view of educational technology, believe in the contribution these features can bring to student learning. The results showed that it is possible the applicability of the resource, despite the difficulties encountered. Teachers were encouraged to develop activities and acknowledged that the virtual platform contributed their practices giving rise to a possibility of change for the technological reality of the school.
Digital information and communication technologies (TDIC) caused changes in all spheres of society, especially for young people, as at an earlier age are exposed to digital media. In this context, to seek to meet the educational demand of these young people, has been the teacher's figure, which did not have adequate technological literacy to break with traditional ways of teaching and to insert into your teaching classes more dynamic and creative. The objective of this research arose, to investigate whether the use of PBworks Virtual Learning Environment contributes to the didactic and pedagogical activities of the first grade of high school teachers in a state school in Imperatriz-MA. It attempted to, through workshops, training teachers to develop activities with the students through the Virtual Learning Environment PBworks. The methodology relied on qualitative approach and in accordance with your goals is configured as a case study. Data collection consisted of a questionnaire to six teachers of the first grade of their prior knowledge of the technologies, three workshops aimed at those same teachers about AVA PBworks, qualifying them to develop activities with the students, participant observation field during the development of these activities and semi-structured interview applied to three of these teachers to see if the AVA PBworks contributed their teaching. They were used as data collection instruments, the questionnaire, the diary, recording, filming and semi-structured interviews and data analysis followed discursive textual analysis. As part of the study, teachers had little knowledge regarding the technological devices available for education, not perceived as directly responsible for digital inclusion, however, it was found that teachers have an optimistic view of educational technology, believe in the contribution these features can bring to student learning. The results showed that it is possible the applicability of the resource, despite the difficulties encountered. Teachers were encouraged to develop activities and acknowledged that the virtual platform contributed their practices giving rise to a possibility of change for the technological reality of the school.
Descrição
Palavras-chave
Ambiente Virtual de Aprendizagem; Oficinas; Prática Pedagógica; PBworks
Citação
ROCHA, Maria Telma Leite. O PBworks e a atuação didático-pedagógica de professores do 1º ano, em uma escola de Ensino Médio da rede estadual - Imperatriz/MA. 2015. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 21 ago. 2015. Disponível em: http://hdl.handle.net/10737/971.