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Contribuições do quadro tpack para formação de professores de língua portuguesa : uma proposta de trilha de aprendizagem
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Essa pesquisa propõe a investigação sobre as possíveis contribuições do Quadro TPACK - Conhecimento Tecnológico Pedagógico do Conteúdo (em inglês, Technological Pedagogical Content Knowledge – TPACK), como estrutura norteadora para a concepção de programas de formação continuada voltados a professores do ensino básico no Brasil. O cerne dessa investigação considera que, atualmente, a estrutura de formação básica de docentes do Brasil pouco contempla assuntos ligados à aplicação de tecnologia nos processos de ensino-aprendizado, ficando a cargo da formação continuada a instrumentalização tecnológica de professores. Como hipótese de resolução do problema evidenciado, apresenta-se o Quadro TPACK, uma organização conceitual proposta por Mishra & Koehler (2006) que visa esclarecer as relações existentes entre diferentes fontes do saber docente para a aplicação das TIC na Educação. Após análise bibliométrica de dissertações e teses publicadas no Brasil com foco de investigação no quadro teórico TPACK, buscou-se evidenciar as áreas do saber que são, comumente, analisadas sob a luz da proposta conceitual aqui evidenciada, bem como aquelas que não foram contempladas até o momento. Como conclusão, verificámos que as disciplinas ligadas às Ciências Humanas, especialmente o ensino da língua materna, haviam tido pouquíssimas contribuições e poderiam ser um nicho interessante para a proposta de intervenção que se pretende apresentar nessa dissertação. Dessa forma, por fim, chegou-se à proposta de desenho instrucional de uma trilha de aprendizagem voltada à instrumentalização tecnológica de professores de Língua Portuguesa, atuantes no Ensino Médio.
This research proposes an investigation on the possible contributions of the TPACK - Technological Pedagogical Content Knowledge (TPACK), as a guiding framework for the design of continuing education programs for primary school teachers in Brazil. The core of this research investigation, considers that currently the structure of basic training of teachers in Brazil does not currently contemplate subjects related to the application of technology in the teaching-learning processes, being in charge of the continuous training of teachers. As a hypothesis for solving the problem, we present the TPACK Framework, a conceptual organization proposed by Mishra & Koehler (2006) that aims to clarify the relationship between different sources of teacher knowledge for the application of ICT in Education. After a bibliometric analysis of dissertations and theses published in Brazil with a research focus in the TPACK theoretical framework, it was sought to highlight the areas of knowledge that are commonly analyzed under the light of the conceptual proposal here evidenced, as well as those that were not contemplated until the moment. As a conclusion, we find that the disciplines linked to the Human Sciences, especially the teaching of mother tongue, had had very few contributions and could be an interesting niche for the proposal of intervention that intends to present in this dissertation. In this way, finally, we reached the proposal of an instructional design of a learning path aimed at the technological instrumentalization of Portuguese-speaking teachers, working in High School.
This research proposes an investigation on the possible contributions of the TPACK - Technological Pedagogical Content Knowledge (TPACK), as a guiding framework for the design of continuing education programs for primary school teachers in Brazil. The core of this research investigation, considers that currently the structure of basic training of teachers in Brazil does not currently contemplate subjects related to the application of technology in the teaching-learning processes, being in charge of the continuous training of teachers. As a hypothesis for solving the problem, we present the TPACK Framework, a conceptual organization proposed by Mishra & Koehler (2006) that aims to clarify the relationship between different sources of teacher knowledge for the application of ICT in Education. After a bibliometric analysis of dissertations and theses published in Brazil with a research focus in the TPACK theoretical framework, it was sought to highlight the areas of knowledge that are commonly analyzed under the light of the conceptual proposal here evidenced, as well as those that were not contemplated until the moment. As a conclusion, we find that the disciplines linked to the Human Sciences, especially the teaching of mother tongue, had had very few contributions and could be an interesting niche for the proposal of intervention that intends to present in this dissertation. In this way, finally, we reached the proposal of an instructional design of a learning path aimed at the technological instrumentalization of Portuguese-speaking teachers, working in High School.
Descrição
Trabalho de projeto de mestrado, Educação (Área de especialidade em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Língua portuguesa - Estudo e ensino Professores - Formação Aprendizagem Trabalhos de projeto de mestrado - 2018