O desafio dos professores face aos recursos tecnológicos no processo ensino-aprendizagem : pedagogia universitária
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2019
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Esta dissertação apresenta uma investigação sobre o desafio dos professores no uso de
recursos tecnológicos no processo ensino-aprendizagem - pedagogia universitária. Da revisão
da literatura evidenciamos, entre outros, os autores/ obras: Kenski (2007), Freitas & Leite
(2011), Brito (2008), Rocha (2009). Destacamos primeiramente o desafio dos professores
diante da possibilidade crescente ao conhecimento disponível pela via dos recursos
tecnológicos; em seguida, os recursos tecnológicos como instrumentos para dinamizar o
processo ensino-aprendizagem; e por fim, o espaço do Ensino Superior como maior centro da
gestação da competência inovadora com base na re(construção) do conhecimento. Mediante
uma metodologia de análises de conteúdos e quantitativa trataram-se dados de entrevistas e
questionários - coordenadores, professores e alunos de duas universidades da cidade de
Manaus, Estado do Amazonas – Brasil. Os resultados da pesquisa mostraram que as
contribuições desses recursos para a educação surgem à medida que são utilizados pelos
professores como mediadores para a construção do conhecimento; que pedagogicamente os
recursos tecnológicos podem implicar efeitos didáticos; que coordenadores/professores têm
uma visão positiva dos efeitos dos recursos tecnológicos sobre o trabalho pedagógico com os
alunos, mas sentem a falta de apoio e investimento das instituições de ensino no que se refere
a esses recursos.
This dissertation presents an investigation about the challenge of teachers in the use of technological resources in the teaching-learning process - university pedagogy. From the review of the literature we highlight, among others, the authors / works: Kenski (2007), Freitas & Leite (2011), Brito (2008), Rocha (2009). We first emphasize the challenge of teachers in face of the growing possibility to the available knowledge through technological resources; and then technological resources as instruments to stimulate the teaching-learning process; and finally, the space of Higher Education as the major center of the gestation of innovative competence based on the re (construction) of knowledge. A quantitative and content analysis methodology was used for interviews and questionnaires - coordinators, teachers and students from two universities in the city of Manaus, State of Amazonas - Brazil. The research results showed that the contributions of these resources to education emerge as they are used by teachers as mediators for the construction of knowledge; that pedagogically the technological resources may imply didactic effects; that coordinators / teachers have a positive view of the effects of technological resources on pedagogical work with students, but feel the lack of support and investment of educational institutions with respect to these resources.
This dissertation presents an investigation about the challenge of teachers in the use of technological resources in the teaching-learning process - university pedagogy. From the review of the literature we highlight, among others, the authors / works: Kenski (2007), Freitas & Leite (2011), Brito (2008), Rocha (2009). We first emphasize the challenge of teachers in face of the growing possibility to the available knowledge through technological resources; and then technological resources as instruments to stimulate the teaching-learning process; and finally, the space of Higher Education as the major center of the gestation of innovative competence based on the re (construction) of knowledge. A quantitative and content analysis methodology was used for interviews and questionnaires - coordinators, teachers and students from two universities in the city of Manaus, State of Amazonas - Brazil. The research results showed that the contributions of these resources to education emerge as they are used by teachers as mediators for the construction of knowledge; that pedagogically the technological resources may imply didactic effects; that coordinators / teachers have a positive view of the effects of technological resources on pedagogical work with students, but feel the lack of support and investment of educational institutions with respect to these resources.
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Orientação: Esmeralda Espírito Santo
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, MODELOS DE ENSINO-APRENDIZAGEM, PEDAGOGIA, ENSINO SUPERIOR, TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO, BRASIL, EDUCATION, TEACHING AND LEARNING MODELS, PEDAGOGY, HIGHER EDUCATION, INFORMATION AND COMMUNICATION TECHNOLOGIES, BRAZIL