Projetos educacionais na formação inicial de professores de computação utilizando um ambiente virtual de aprendizagem offline
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Data
2019-09
Autores
Orientador
Marchi, Miriam Ines
Banca
Marchi, Miriam Ines
Neide, Italo Gabriel
Rehfeldt, Márcia Jussara Hepp
Malheiros, Marcelo De Gomensoro
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Os Ambientes Virtuais de Aprendizagem (AVAs) apresentam-se como espaços de convergência, compostos por uma variedade de tecnologias digitais que visam auxiliar os processos de ensino e de aprendizagem. Assim sendo, para fazer uso adequado de um AVA, é necessário que cada instituição de ensino leve em consideração seu atual cenário tecnológico e qual a melhor forma de realizar a interação entre ambiente
e aluno. Diante disso, o presente trabalho apresenta uma intervenção pedagógica, realizada nos meses de março, abril e maio de 2019, com 17 acadêmicos da disciplina Tecnologias de Ensino a Distância, do 3° período, do curso de Licenciatura em Computação do Instituto Federal do Tocantins – Campus Dianópolis. Tal intervenção teve por objetivo investigar como o uso de um Ambiente Virtual de Aprendizagem, que possui integração com tecnologias digitais voltadas para o ensino e que não necessita de interação com a Internet, pode contribuir para a formação inicial de professores de computação. Para dar sustentação à pesquisa, foi construída uma revisão teórica centrada, principalmente, em autores como Levy (1999), Moran (2013), Valente (1995, 1999a, 1999b, 2005), Kenski (2013) e Ponte (2000, 2002) e foi realizado um levantamento sobre estudos anteriores, dos últimos 5 anos, que se aproximassem da temática proposta. Como o trabalho se justificou pela necessidade de práticas educacionais que minimizassem as limitações de acesso à Internet existentes na região sudeste do Tocantins, mais precisamente no campus rural do IFTO, localizado nas proximidades do município de Dianópolis, buscou-se estruturar um AVA, utilizando a plataforma Moodle como o alicerce de toda a intervenção pedagógica. Considerando que a pesquisa teve natureza qualitativa, do tipo estudo de caso, foram utilizados, para a coleta de dados, questionários, observações e análise de produções.
Com isso, os dados coletados foram apresentados em textos descritivos. Assim, com a realização deste trabalho foi possível verificar o potencial do uso das tecnologias digitais que não necessitam de conexão com a internet, por meio da construção de projetos educacionais desenvolvidos pelos licenciandos em computação. Para tanto, os projetos educacionais, aqui citados, focaram no planejamento de práticas
pedagógicas envolvendo ferramentas digitais, como GeoGebra, wiki, simulador do PHET, Fritzing, além de um jogo digital desenvolvido pelos alunos. Nesse cenário, foram concebidas produções que vão desde o ensino infantil, passando pelo ensino fundamental e médio, até o ensino superior.
Virtual Learning Environments (VLEs) present themselves as convergence spaces, composed by a variety of digital technologies that aim to assist the teaching and learning processes. Therefore, in order to make proper use of a VLE, it is necessary that each educational institution take into consideration its current technological scenario and the best way to make the interaction between environment and student. Given this context, this work presents a pedagogical intervention, carried out in March, April and May 2019, with 17 students from the Distance Learning Technologies subject, of the 3rd period from the Degree in Computing course of the Federal Institute of Tocantins - Dianópolis Campus. This intervention aimed to investigate how the use of a Virtual Learning Environment, which has integration with teaching-oriented digital technologies and does not require interaction with the Internet, can contribute to the initial education of computing teachers. To support the research, a theoretical review was built, focusing mainly on authors such as Levy (1999), Moran (2013), Valente (1995, 1999a, 1999b, 2005), Kenski (2013) and Ponte (2000, 2002), and a survey on previous studies of the last 5 years, which approached the proposed theme. As the work was justified by the need for educational practices that could minimize the existing limitations of Internet access in the southeastern region of Tocantins, more precisely in the rural campus of IFTO, located near the city of Dianópolis, it was sought to structure a VLE, using the Moodle platform as the foundation of all the pedagogical intervention. Considering the qualitative nature of this case study, questionnaires, observations and analysis of productions were the methods used for data collection. Thus, the collected data were presented in descriptive texts. With the accomplishment of this work it was possible to verify the potential of the use of digital technologies that do not need internet connection, through the construction of educational projects developed by the undergraduates in computing. Therefore, the educational projects mentioned here focused on the planning of pedagogical practices involving digital tools such as GeoGebra, wiki, PHET simulator, Fritzing, as well as a digital game developed by the students. In this scenario, productions were conceived ranging from kindergarten through elementary and high school to higher education.
Virtual Learning Environments (VLEs) present themselves as convergence spaces, composed by a variety of digital technologies that aim to assist the teaching and learning processes. Therefore, in order to make proper use of a VLE, it is necessary that each educational institution take into consideration its current technological scenario and the best way to make the interaction between environment and student. Given this context, this work presents a pedagogical intervention, carried out in March, April and May 2019, with 17 students from the Distance Learning Technologies subject, of the 3rd period from the Degree in Computing course of the Federal Institute of Tocantins - Dianópolis Campus. This intervention aimed to investigate how the use of a Virtual Learning Environment, which has integration with teaching-oriented digital technologies and does not require interaction with the Internet, can contribute to the initial education of computing teachers. To support the research, a theoretical review was built, focusing mainly on authors such as Levy (1999), Moran (2013), Valente (1995, 1999a, 1999b, 2005), Kenski (2013) and Ponte (2000, 2002), and a survey on previous studies of the last 5 years, which approached the proposed theme. As the work was justified by the need for educational practices that could minimize the existing limitations of Internet access in the southeastern region of Tocantins, more precisely in the rural campus of IFTO, located near the city of Dianópolis, it was sought to structure a VLE, using the Moodle platform as the foundation of all the pedagogical intervention. Considering the qualitative nature of this case study, questionnaires, observations and analysis of productions were the methods used for data collection. Thus, the collected data were presented in descriptive texts. With the accomplishment of this work it was possible to verify the potential of the use of digital technologies that do not need internet connection, through the construction of educational projects developed by the undergraduates in computing. Therefore, the educational projects mentioned here focused on the planning of pedagogical practices involving digital tools such as GeoGebra, wiki, PHET simulator, Fritzing, as well as a digital game developed by the students. In this scenario, productions were conceived ranging from kindergarten through elementary and high school to higher education.
Descrição
Palavras-chave
Ambiente Virtual de Aprendizagem; Formação inicial de professores; Projetos Educacionais; Virtual Learning Environments; Initial Teacher Education; Educational Projects
Citação
NUNES, Robert Mady. Projetos educacionais na formação inicial de professores de computação utilizando um ambiente virtual de aprendizagem offline. 2019. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 10 set. 2019. Disponível em: http://hdl.handle.net/10737/2622.