Tecnologias digitais de comunicação e ensino superior : contribuições da teoria da atividade em processos de ensino-aprendizagem
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Data
2020
Autores
Neto, Mariano Castro
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Editora
University of Lusophone Humanities and Technology
Resumo
Apresentam-se neste artigo contribuições da Teoria da Atividade (TA) aos processos ensino-aprendizagem realizados com apoio de Tecnologias Digitais de Comunicação. A empiria se realizou no Componente Curricular: Educação Cultura e Mídia do curso Licenciatura em Pedagogia, na modalidade de ensino a distância, ofertado pelo Centro de Educação da UFPB. Trata-se de uma abordagem qualitativa, do tipo exploratória comparativa, cuja empiria se constituiu a partir de atividades realizadas via Ambiente Virtual de Aprendizagem: Moodle. Os sujeitos foram alunos e professores do referido curso, que, durante seis semestres dos anos de 2016, 2017 e 2018, responderam o questionário disponibilizado no AVA, com questões abertas e fechadas. Destes, foram selecionados os questionários com maior número de questões respondidas. Os dados mostram que processos ensino-aprendizagem, no contexto do Ensino Superior, com apoio de tecnologias digitais de comunicação, baseados nos fundamentos da TA, pressupõem uma transformação qualitativa do processo e não apenas uma transposição de métodos de aprendizagem, inicialmente concebidos para um ensino centrado no professor, didaticamente expositivo, e que reduz a dimensão avaliativa do processo ensino-aprendizagem à mera realização de exercícios e à aplicação de conhecimentos. Como continuidade deste estudo, procurar-se-á, à luz dos fundamentos teóricos da TA, reavaliar os instrumentos, as estratégias e categorias de análises utilizadas.
The article presents contributions from Activity Theory (TA) to the teaching-learning processes carried out with the support of Digital Communication Technologies. The studied experience was developed in the scope of the Curricular Component: Education, Culture and Media, of the Degree in Pedagogy course, offered by the Education Center of UFPB, in the distance learning modality. It is a qualitative approach, of a comparative exploratory type, whose empiricism was constituted from activities carried out in a Virtual Learning Environment, such as Moodle. The study subjects are concentrated on the students and teachers of that course, who answered the questionnaire made available in the AVA, with open and closed questions, during six semesters of the years 2016, 2017 and 2018. The questionnaires with the largest number of answered questions were selected for analysis. The data reveal that teaching- learning processes, in the context of Higher Education, with the support of digital communication technologies, based on the fundamentals of AT, presuppose a qualitative transformation of the process and not just a transposition of learning methods, initially conceived for a teaching centered on the teacher, didactically expository, and which reduces the evaluative dimension of the teaching-learning process to the mere performance of exercises and the application of knowledge. As a continuation of this study, we will seek to reevaluate the instruments, strategies and categories of analysis used, in the light of the theoretical foundations of AT.
The article presents contributions from Activity Theory (TA) to the teaching-learning processes carried out with the support of Digital Communication Technologies. The studied experience was developed in the scope of the Curricular Component: Education, Culture and Media, of the Degree in Pedagogy course, offered by the Education Center of UFPB, in the distance learning modality. It is a qualitative approach, of a comparative exploratory type, whose empiricism was constituted from activities carried out in a Virtual Learning Environment, such as Moodle. The study subjects are concentrated on the students and teachers of that course, who answered the questionnaire made available in the AVA, with open and closed questions, during six semesters of the years 2016, 2017 and 2018. The questionnaires with the largest number of answered questions were selected for analysis. The data reveal that teaching- learning processes, in the context of Higher Education, with the support of digital communication technologies, based on the fundamentals of AT, presuppose a qualitative transformation of the process and not just a transposition of learning methods, initially conceived for a teaching centered on the teacher, didactically expository, and which reduces the evaluative dimension of the teaching-learning process to the mere performance of exercises and the application of knowledge. As a continuation of this study, we will seek to reevaluate the instruments, strategies and categories of analysis used, in the light of the theoretical foundations of AT.
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Palavras-chave
EDUCAÇÃO, TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO, ENSINO, APRENDIZAGEM, MOODLE, EDUCATION, INFORMATION AND COMMUNICATION TECHNOLOGIES, TEACHING, LEARNING
Citação
Neto, M C 2020, 'Tecnologias digitais de comunicação e ensino superior : contribuições da teoria da atividade em processos de ensino-aprendizagem', Revista Lusófona de Educação, vol. 49, no. 49, pp. 81-95. https://doi.org/10.24140/issn.1645-7250.rle49.06