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Perspectivas de educadores sobre o potencial pedagógico do uso de tecnologias digitais para a aprendizagem
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Resumo(s)
A pesquisa aqui apresentada teve como principal finalidade interpretar a perspectiva de
educadores sobre o potencial pedagógico do uso das tecnologias digitais para a aprendizagem.
O interesse em realizar a investigação com um conjunto de educadores de uma escola pública
no interior de São Paulo deve-se ao fato da mesma utilizar as tecnologias e ter aumentado a
nota do IDEB - Índice de Desenvolvimento da Educação Básica, indicador criado pelo governo
federal brasileiro para mensurar a qualidade do ensino das escolas públicas no país. A entrevista
semi-diretiva foi o instrumento de recolha de dados utilizado a partir de um guião previamente
elaborado. As análises das entrevistas transcritas foram realizadas a partir da técnica categorial
temática para interpretar as diversas perspectivas dos educadores. Constatou-se, neste estudo,
que os educadores percebem seu papel como importante para personalizar o ensino com o apoio
das tecnologias digitais para o desenvolvimento de uma aprendizagem significativa, alinhada
aos objetivos de aprendizagem. Observou-se também que os mesmos implementam práticas
relacionadas aos modelos de ensino híbrido e percebem que a inserção de atividades
pedagógicas com o apoio das tecnologias digitais aumenta o engajamento dos alunos e
contribuem para uma aprendizagem ativa.
The research presented here had the main purpose to interpret the perspective of educators on the pedagogical potential of the use of digital technologies for learning. The interest in investigating with a group of educators from a public school in São Paulo’s countryside is because it uses technologies and has increased the grade of IDEB- Basic Education Development Index, an indicator created by the federal government to measure the quality of public school education in the country. The semi-structured interview was the data collection instrument used from a previously prepared script. The analyzes of the transcribed interviews were carried out using the thematic categorical technique to interpret the different perspectives of the educators. It was found, in this study, that educators perceive their role as important to personalize teaching with the support of digital technologies for the development of meaningful learning, aligned with learning objectives. It was also observed that they implement practices related to hybrid teaching models and realize that the insertion of pedagogical activities with the support of digital technologies increases student engagement and contributes to active learning.
The research presented here had the main purpose to interpret the perspective of educators on the pedagogical potential of the use of digital technologies for learning. The interest in investigating with a group of educators from a public school in São Paulo’s countryside is because it uses technologies and has increased the grade of IDEB- Basic Education Development Index, an indicator created by the federal government to measure the quality of public school education in the country. The semi-structured interview was the data collection instrument used from a previously prepared script. The analyzes of the transcribed interviews were carried out using the thematic categorical technique to interpret the different perspectives of the educators. It was found, in this study, that educators perceive their role as important to personalize teaching with the support of digital technologies for the development of meaningful learning, aligned with learning objectives. It was also observed that they implement practices related to hybrid teaching models and realize that the insertion of pedagogical activities with the support of digital technologies increases student engagement and contributes to active learning.
Descrição
Dissertação de Mestrado, Educação (Área de Especialidade em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Educadores Práticas pedagógicas Tecnologias digitais Aprendizagem Teses de mestrado - 2021