As tecnologias da informação e Comunicação (TIC’s) como Recurso Pedagógico eficaz no Centro de Educação de Jovens e Adultos (CEJA)
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2015
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Sabe-se que as TIC’s na escola trazem desafios e problemas, cujas soluções vão depender das
potencialidades de cada unidade de ensino, do trabalho pedagógico nela realizado, da
formação continuada oferecida aos educadores, dos propósitos educacionais e das estratégias
de aprendizagem colaborativa. O objetivo da pesquisa foi fazer uma investigação sobre as
TIC’s na Educação de Jovens e Adultos. Partindo dessa questão analisou-se o uso das TIC’s como recurso pedagógico eficaz entre práticas pedagógicas e os princípios orientadores para
população escolar tomando como principais referências - Tajra (2011); Valente (2011);
Tornaghi et al (2010); Bastos et al. (2008); Pimentel (2012); Vygotsky (1984); Freire (1987);
Moran (2000, 2011, 2012); Bazzo (2011), Libâneo (2010); Kenski (2003, 2008) e Almeida
(2002, 2009), Prado & Almeida (2009), Pais (2010); UNESCO (2008), entre outros. Para isso
foi realizada uma pesquisa qualitativa e quantitativa. Os instrumentos utilizados para coleta de dados constaram de: entrevista com um gestor e quatro professores e questionário aplicado a
cento e vinte alunos do CEJA – Centro de Educação de Jovens e Adultos, do Ensino
Fundamental II e Médio das salas presenciais e semipresencial. Observou-se a preocupação
constante dos envolvidos na pesquisa no sentido de ampliarem a participação de todos no mundo digital com o intuito de melhorar o aprendizado dos alunos. Quanto aos já inseridos,
nessas novas tecnologias educacionais, as práticas dos professores ainda são tímidas,
decorrentes, muitas vezes da falta de domínio técnico-pedagógico e de investimentos
necessários na área. Ao final da investigação, constatou-se que as TIC’s proporcionam a toda
equipe escolar mudança na sua prática pedagógica, passando a atuar mais como orientador e
facilitador na construção do conhecimento.
It is known that the ICT in school bring challenges and problems, whose solutions will depend on the potential of each teaching unit, the pedagogical work carried out on it, the continuing education offered to educators, educational purposes and collaborative learning strategies. The aim was to make a research on ICT’s in the Youth and Adult Education. From this question we analyzed the use of ICT as an effective educational resource between teaching practices and guiding principles for school children taking as main references – Tajra (2011); Valente (2011); Tornaghi et al. (2010); Bastos et al. (2008); Pimentel (2012); Vygotsky (1984); Freire (1987); Moran (2000, 2011, 2012); Bazzo (2011), Libâneo (2010); Kenski (2003, 2008) and Almeida (2002, 2009), Prado & Almeida (2009), Parents (2010); UNESCO (2008), among others. For this a qualitative and quantitative survey was conducted. The instruments used for data collection consisted of: interview with a manager and four teachers and questionnaire administered to one hundred and twenty students of CEJA – Youth and Adult Education Centre, Secondary School and Middle of the face and blended rooms. There was the constant concern of those involved in research in order to broaden the participation of all in the digital world in order to improve student learning. As to those already entered, these new educational technologies, teachers' practices are still timid, resulting often the lack of technical and pedagogical domain and necessary investments in the area. At the end of the investigation, it was found that the ICT's provide the entire school staff change in their teaching, starting to act more as a guide and facilitator in the construction of knowledge.
It is known that the ICT in school bring challenges and problems, whose solutions will depend on the potential of each teaching unit, the pedagogical work carried out on it, the continuing education offered to educators, educational purposes and collaborative learning strategies. The aim was to make a research on ICT’s in the Youth and Adult Education. From this question we analyzed the use of ICT as an effective educational resource between teaching practices and guiding principles for school children taking as main references – Tajra (2011); Valente (2011); Tornaghi et al. (2010); Bastos et al. (2008); Pimentel (2012); Vygotsky (1984); Freire (1987); Moran (2000, 2011, 2012); Bazzo (2011), Libâneo (2010); Kenski (2003, 2008) and Almeida (2002, 2009), Prado & Almeida (2009), Parents (2010); UNESCO (2008), among others. For this a qualitative and quantitative survey was conducted. The instruments used for data collection consisted of: interview with a manager and four teachers and questionnaire administered to one hundred and twenty students of CEJA – Youth and Adult Education Centre, Secondary School and Middle of the face and blended rooms. There was the constant concern of those involved in research in order to broaden the participation of all in the digital world in order to improve student learning. As to those already entered, these new educational technologies, teachers' practices are still timid, resulting often the lack of technical and pedagogical domain and necessary investments in the area. At the end of the investigation, it was found that the ICT's provide the entire school staff change in their teaching, starting to act more as a guide and facilitator in the construction of knowledge.
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Orientação: José Bernardino Duarte
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO, INFORMATION AND COMMUNICATION TECHNOLOGIES, FORMAÇÃO DE PROFESSORES, TEACHERS EDUCATION, APRENDIZAGEM COOPERATIVA, COOPERATIVE LEARNING