Programa ensino médio presencial com mediação tecnológica : tempos e espaços escolares em transformação
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2018
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O presente estudo é resultado de uma investigação de natureza qualitativa e tem como
objetivo conhecer as transformações ocorridas, em tempos e espaços diferentes, nas
comunidades participantes do Programa “Ensino Médio Presencial com Mediação
Tecnológica” desenvolvido pelo Governo do Estado do Amazonas/Brasil por meio do Centro
de Mídias de Educação (CEMEAM), contemplando as experiências vivenciadas pelos sujeitos
intervenientes, professores e alunos de três escolas localizadas nas comunidades rurais dos
municípios de Manaus e Iranduba de acordo com as demandas oferecidas pela Secretaria de
Estado da Educação aos 62 municípios do Amazonas, localizados em área rural de difícil
acesso. Apresenta como referenciais para esta pesquisa, as contribuições de Lévy (2004),
Kenski (2012), Moran (2003) e Melo Neto (2012), cujas investigações têm favorecido a
consolidação de uma concepção sobre o processo de aprendizagem diferenciada por meio das
tecnologias da informação e comunicação (TIC), como resultado das transformações
ocorridas nos sujeitos intervenientes e, porventura, em suas comunidades e, ainda, com a
proposta metodológica de Proetti (2006). Os resultados conseguiram evidenciar as
transformações ocorridas e as possíveis intervenções a ocorrer nas comunidades rurais dos
municípios de Manaus e Iranduba, no Estado do Amazonas, por meio das ações do Programa
Ensino Médio Presencial com Mediação Tecnológica.
The following study approaches a qualitative research and aims to analyze the transformations occurring in different times and spaces of the participating communities in the High School Program with Technological Mediation developed by the Government of the State of Amazonas through the Center of Educational Media, contemplating the experiences lived by the intervening subjects (in-person teachers and students), according to the demands offered by the State Department of Education of Amazonas/Brazil. The purpose of this teaching is to ensure social quality education for a suppressed demand of young people and adults residing in the most remote and inaccessible rural communities and villages in which there are no state school buildings, requiring a state technical partnership agreement and prefecture, for the use of municipal schools in these communities. However, it is important to emphasize that only the physical structure is used, since the students are enrolled in a state school located in the headquarters of each municipality. We will take as reference for this research the contributions of Lévy (2004), Kenski (2012), Moran (2003) e Melo Neto (2012) whose investigations have favored the consolidation of a conception about the learning process as a result of the apprentice action and also the methodological proposal of Proetti. The results were able to show the transformations that took place and the interventions in the rural communities of the municipalities of Manaus and Iranduba, in the State of Amazonas, by means of the actions of the Presential Teaching Program with Technological Mediation.
The following study approaches a qualitative research and aims to analyze the transformations occurring in different times and spaces of the participating communities in the High School Program with Technological Mediation developed by the Government of the State of Amazonas through the Center of Educational Media, contemplating the experiences lived by the intervening subjects (in-person teachers and students), according to the demands offered by the State Department of Education of Amazonas/Brazil. The purpose of this teaching is to ensure social quality education for a suppressed demand of young people and adults residing in the most remote and inaccessible rural communities and villages in which there are no state school buildings, requiring a state technical partnership agreement and prefecture, for the use of municipal schools in these communities. However, it is important to emphasize that only the physical structure is used, since the students are enrolled in a state school located in the headquarters of each municipality. We will take as reference for this research the contributions of Lévy (2004), Kenski (2012), Moran (2003) e Melo Neto (2012) whose investigations have favored the consolidation of a conception about the learning process as a result of the apprentice action and also the methodological proposal of Proetti. The results were able to show the transformations that took place and the interventions in the rural communities of the municipalities of Manaus and Iranduba, in the State of Amazonas, by means of the actions of the Presential Teaching Program with Technological Mediation.
Descrição
Orientação: Dulce Maria Morais Franco
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ENSINO À DISTÂNCIA, INCLUSÃO DIGITAL, TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO, BRASIL, EDUCATION, DISTANCE LEARNING, DIGITAL INCLUSION, INFORMATION AND COMMUNICATION TECHNOLOGIES, BRAZIL