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Curso de formação docente literário-temático : empatia e inclusão, em regime b-learning
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A presente dissertação tem como objetivo investigar as potencialidades de um curso de formação docente, desenvolvido dentro de abordagem literária-temática da empatia e inclusão, em regime de blended learning. O estudo foi desenvolvido junto a um grupo de 20 professores da educação especial do Ensino Fundamental da cidade de São Paulo, entre os meses de fevereiro a junho de 2018.
O estudo assume uma abordagem metodológica qualitativa baseada em um estudo de caso, no qual a pesquisadora assume o papel duplo de formadora e investigadora.
O resultado desta investigação demonstrou ser positivo com relação às potencialidades do curso, na medida em que boa porcentagem dos formandos admitiu encontrar oportunidades de contato com as tecnologias, de desafios para saírem da zona de conforto, assim como de reflexão e troca de conhecimento e ideias entre pares e trabalho em equipe. O conteúdo utilizado para embasamento do curso foram: livro infantojuvenil, seu audiolivro e correspondente jogo da empatia, além dos recursos educativos digitais propostos para a educação especial e para trabalhos colaborativos, os quais foram considerados fortalezas na Análise SWOT, quando mais da metade dos formandos consideraram o conteúdo significativo. Entretanto, várias dificuldades relacionadas às demandas da coordenação da educação especial, às condições tecnológicas da escola, e à predisposição de certos formandos a interagirem com os objetivos propostos, tornaram o sistema b-learning desafiador.
Desta forma, o replanejamento para uma futura replicação do curso será necessário, atentando-se para a reestruturação do conteúdo, o número de encontros presenciais e o design instrucional.
The main purpose of this study is to investigate the potentialities of a teachers’ training course, developed within a literary-thematic approach of Empathy and Inclusion, in a blended learning regime. The research was targeted to a group of 20 Elementary School teachers of the special education area of São Paulo city, and carried out between February and June 2018. The study takes a qualitative methodological approach of a case study, in which the researcher plays the double role as instructor and investigator. The result of this investigation was positive in relation to the course potentialities, as a large percentage of teachers-in-training admitted to have found opportunities of contact with technologies, challenges to get out of the comfort zone, as well as opportunities of reflection and exchange of knowledge and ideas among peers and team work. The content used as the course basis was the following: a children’s book, its audiobook and corresponding game of empathy, besides the proposed digital educational resources to special education and to collaborative work. They were all considered strengths in the SWOT Analysis, when more than half of respondents believed the content was meaningful. However, many difficulties related to the special education coordination demands, the school technological conditions, the teachers-in-training willingness to interact with the proposed course objectives made the b-learning system challenging. Thus, the course replanning for a future replication will be necessary, taking into account the content restructuring, the number of face-to-face meetings, and the instructional design.
The main purpose of this study is to investigate the potentialities of a teachers’ training course, developed within a literary-thematic approach of Empathy and Inclusion, in a blended learning regime. The research was targeted to a group of 20 Elementary School teachers of the special education area of São Paulo city, and carried out between February and June 2018. The study takes a qualitative methodological approach of a case study, in which the researcher plays the double role as instructor and investigator. The result of this investigation was positive in relation to the course potentialities, as a large percentage of teachers-in-training admitted to have found opportunities of contact with technologies, challenges to get out of the comfort zone, as well as opportunities of reflection and exchange of knowledge and ideas among peers and team work. The content used as the course basis was the following: a children’s book, its audiobook and corresponding game of empathy, besides the proposed digital educational resources to special education and to collaborative work. They were all considered strengths in the SWOT Analysis, when more than half of respondents believed the content was meaningful. However, many difficulties related to the special education coordination demands, the school technological conditions, the teachers-in-training willingness to interact with the proposed course objectives made the b-learning system challenging. Thus, the course replanning for a future replication will be necessary, taking into account the content restructuring, the number of face-to-face meetings, and the instructional design.
Descrição
Dissertação de mestrado, Área de especialidade em Tecnologias Educativas, Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Professores - Formação Empatia Inclusão Literatura Teses de mestrado - 2018