Contribuições das tecnologias digitais da informação e comunicação para o ensino em tempos de pandemia no Instituto Federal de Educação, Ciência e Tecnologia do Pará – Campus Itaituba
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Data
2022-08
Autores
Orientador
Schuck, Rogério José
Banca
Forneck, Kári Lúcia
Schwertner, Suzana Feldens
Seibt, Cezar Luís
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Resumo
A presente dissertação tem como questão central de investigação o seguinte problema: como foram utilizadas as Tecnologias Digitais da Informação e Comunicação (TDIC) e quais suas contribuições no processo de ensino, em tempos de pandemia da COVID-19, nos Cursos Técnicos Integrados ao Ensino Médio do IFPA, Campus de Itaituba? Neste contexto, elenca-se como objetivo geral: compreender como se deu o ensino em tempos de pandemia, utilizando as TDIC, nos Cursos Técnicos Integrados ao Ensino Médio do IFPA, Campus de Itaituba. Quanto aos objetivos específicos, o intuito foi conhecer as estratégias de ensino mediadas pelas TDIC e adotadas pelos docentes e como se deu a escolha das TDIC no planejamento do ensino remoto, bem como identificar as habilidades necessárias ao docente e as potencialidades das TDIC no ensino, de acordo com a percepção docente. Como principal suporte teórico para a investigação, optou-se pelos estudos de Masetto (2000); Prensky (2001; 2021); Moran (2003); Almeida e Valente (2011); Costa et al. (2012); Libâneo (2013); Kenski (2012; 2015); Lima e Moura (2015); Tezani (2017); Arruda (2020); Barbosa (2020); Santana e Sales (2020); Silva et al. (2021), entre outros autores, que discutem a possibilidade de utilização das TDIC no ensino, em tempos de pré e transpandemia. A metodologia utilizada para nortear a pesquisa é a exploratória-descritiva, sendo a abordagem qualitativa, com ênfase nos procedimentos da pesquisa de campo. Para a coleta de dados, foram utilizadas a entrevista semiestruturada e a análise documental. Para a análise dos dados, utilizou-se como instrumento a Análise Textual Discursiva (ATD), ancorada em Moraes e Galiazzi (2011), resultando em três categorias emergentes: Diretrizes para o retorno do ensino mediado pelas TDIC na pandemia do Covid- 19; Desafios do uso das TDIC no ensino remoto: fluência digital do docente e Potencialidades e encantamentos das TDIC no ensino remoto . Os resultados do estudo – com base no corpus de análise da pesquisa, no caso, as orientações pedagógicas e as diretrizes para o ensino remoto na pandemia da COVID-19, a Resolução 110/2020 e o Plano de retorno do IFPA – Campus de Itaituba e os planos de ensino dos docentes participantes da pesquisa – nos permitiram compreender que nem todos os alunos tinham acesso à internet e a equipamentos. Sendo assim, no planejamento, além dos recursos tecnológicos, os docentes tiveram que considerar o uso de meios didáticos, tais como: materiais apostilados, fotocópias de textos, livro didáticos, a fim de incluir todos os alunos no processo de ensino e aprendizagem. No que se refere aos docentes, os dados das entrevistas revelaram que os professores concebem essas tecnologias como intrínsecas ao contexto educativo e consideram que tais tecnologias impactam o processo de ensino de maneira positiva.
This dissertation has as its central research question the following problem: how were the Digital Information and Communication Technologies (ICT) used and what were their contributions in the teaching process, in times of the COVID-19 pandemic, in Integrated Technical Courses to high school IFPA, Itaituba campus? In this context, it is listed as a general objective: to understand how the teaching process was in times of pandemic, using ICT in Integrated Technical Courses to high school IFPA, Itaituba campus. As specificobjectives, it is intended to know the teaching strategies mediated by ICT, adopted byteachers, as well as the choice of ICT in the planning of remote teaching and the skills required from the teacher. It is also intended to identify the potential of ICT in teaching according to the teachers' perception. The main theoretical support for the research are the studies of Masetto (2000); Prensky (2001, 2021); Moran (2003); Almeida and Valente (2011); Costa et al. (2012); Libâneo (2013); Kenski (2012; 2015); Lima and Moura (2015); Tezani (2017); Arruda (2020);Barbosa (2020); Santana and Sales (2020); Silva et al. (2021), among other authors who discuss the possibility of using ICT in teaching in times of pre- and transposandem. The methodology used to guide the research is exploratory-descriptive, and the approach is qualitative, with emphasis on field research procedures. For data collection, semi-structured interviews and document analysis were used. For data analysis, the instrument used was the Textual Discourse Analysis (TDA), anchored in Moraes and Galiazzi (2011), resulting in three emerging categories: Guidelines for the return of ICT-mediated teaching in the Covid-19 pandemic; Challenges of using TDIC in remote teaching: digital fluency of the teacher and Potentialities and enchantments of TDIC in remote teaching. As results of thestudy, the corpus of analysis of the research, - namely: the pedagogical guidelines andguidelines for remote teaching in the pandemic of COVID-19, Resolution 110/2020 and the Plan of return of IFPA - Itaituba campus and and the teaching plans of the teachers participating in the research -, made us understand that not all students have access to the internet and equipment, thus, in addition to technological resources, teachers need to consider in their planning the use of didactic means, such as: materials, photocopies of texts, and textbooks, thus prioritizing the inclusion of all students in the teaching and learning process. As far asthe teachers are concerned, the data from the interviews reveal that the teachers conceivethese technologies as intrinsic to the educational context and consider that these technologies impact the teaching process in a positive way.
This dissertation has as its central research question the following problem: how were the Digital Information and Communication Technologies (ICT) used and what were their contributions in the teaching process, in times of the COVID-19 pandemic, in Integrated Technical Courses to high school IFPA, Itaituba campus? In this context, it is listed as a general objective: to understand how the teaching process was in times of pandemic, using ICT in Integrated Technical Courses to high school IFPA, Itaituba campus. As specificobjectives, it is intended to know the teaching strategies mediated by ICT, adopted byteachers, as well as the choice of ICT in the planning of remote teaching and the skills required from the teacher. It is also intended to identify the potential of ICT in teaching according to the teachers' perception. The main theoretical support for the research are the studies of Masetto (2000); Prensky (2001, 2021); Moran (2003); Almeida and Valente (2011); Costa et al. (2012); Libâneo (2013); Kenski (2012; 2015); Lima and Moura (2015); Tezani (2017); Arruda (2020);Barbosa (2020); Santana and Sales (2020); Silva et al. (2021), among other authors who discuss the possibility of using ICT in teaching in times of pre- and transposandem. The methodology used to guide the research is exploratory-descriptive, and the approach is qualitative, with emphasis on field research procedures. For data collection, semi-structured interviews and document analysis were used. For data analysis, the instrument used was the Textual Discourse Analysis (TDA), anchored in Moraes and Galiazzi (2011), resulting in three emerging categories: Guidelines for the return of ICT-mediated teaching in the Covid-19 pandemic; Challenges of using TDIC in remote teaching: digital fluency of the teacher and Potentialities and enchantments of TDIC in remote teaching. As results of thestudy, the corpus of analysis of the research, - namely: the pedagogical guidelines andguidelines for remote teaching in the pandemic of COVID-19, Resolution 110/2020 and the Plan of return of IFPA - Itaituba campus and and the teaching plans of the teachers participating in the research -, made us understand that not all students have access to the internet and equipment, thus, in addition to technological resources, teachers need to consider in their planning the use of didactic means, such as: materials, photocopies of texts, and textbooks, thus prioritizing the inclusion of all students in the teaching and learning process. As far asthe teachers are concerned, the data from the interviews reveal that the teachers conceivethese technologies as intrinsic to the educational context and consider that these technologies impact the teaching process in a positive way.
Descrição
Palavras-chave
Tecnologias digitais de informação e comunicação; Ensino; Pandemia da COVID-19; Digital information and communication technologies; Teaching; COVID-19 pandemic
Citação
DIAS, Eliane Carvalho Vidal. Contribuições das tecnologias digitais da informação e comunicação para o ensino em tempos de pandemia no Instituto Federal de Educação, Ciência e Tecnologia do Pará – Campus Itaituba. 2022. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 12 ago. 2022. Disponível em: http://hdl.handle.net/10737/3428.