Relação de professores com o uso pedagógico das tecnologias educacionais

Resumo

The study aims to understand the relationship of teachers with the use of educational technologies based on the following research problem: what is the relationship between educational technologies and pedagogical practice in teaching work in the teachers’ conception? Its research field was a state public school in the municipality of Aracaju, Sergipe, Brazil. The theoretical-methodological framework is based on the phenomenological study of Merleau-Ponty (2018); in the formation of the scientific spirit, by Gaston Bachelard (1996), and in the meaning and its relationship with knowledge, mobilization, and dimensions by Bernard Charlot (2000; 2005; 2009; 2013; 2020). The research involved 6 (six) teachers of different subjects (Portuguese Language, Mathematics, History, Science, and Geography) from the final years of elementary school from the 6th to the 9th grade and one (Pedagogue) from the initial years of elementary school. This is research with a qualitative approach of the descriptive case study type, with data analysis, based on the perspective of Existential Phenomenology, by Merleau-Ponty (2018). As instruments of data production, the semi-structured interview and the “educational technological balance” were defined, inspired by the “Balance of Knowledge”, by the researcher Bernard Charlot; the field notebook, and the observation using the typology of the structuring of the classes. The analyses, based on the lived experiences, demonstrated that the tripod technique, theory, and practice (didactic-pedagogical dimension and educational technologies) in pedagogical practice are essential for the construction of the teaching identity and the relationship with the knowledge of the subjects of the different disciplines researched, producing scientific knowledge from the relationship that the subject establishes with himself, with others, and with the world. However, the research pointed out the need for a Public Educational Policy in the State Education Network of Sergipe that promotes continuing education focused on the use of educational technological tools as well as structured schools that enable the teacher pedagogical practices that develop in the student intellectual activity that awakens meaning and pleasure in learning.

Metadados

Veículo

Pós-Graduação em Educação

Orientação

Veleida Anahi Capua da Silva Charlot

Acervo

Teses e dissertações (BDTD/UFS)

Ano

2024

Idioma

por

Tipo

Tese

Texto completo

https://ri.ufs.br/jspui/handle/riufs/20745

Palavras-chave

Educação · Efeitos das inovações tecnológicas · Aracaju (SE) · Prática de ensino · Meios auxiliares de ensino · Tecnologias educacionais · Disciplinas · Práticas pedagógicas · Professores · Relação com o saber · Disciplines · Pedagogical practices · Teachers · Relationship with knowledge · Educational technologies · Prácticas pedagógicas · Profesorado · Relación con el conocimiento · Tecnologías educativas · CIENCIAS HUMANAS::EDUCACAO

Fonte do metadado

ri-ufs

Exportar citação

@misc{mendonca2024relacao,
  title   = {Relação de professores com o uso pedagógico das tecnologias educacionais},
  author  = {Ana Cláudia Sousa Mendonça},
  year    = {2024},
  journal = {Pós-Graduação em Educação},
  url     = {https://ri.ufs.br/jspui/handle/riufs/20745},
}

TY  - GEN
AU  - Ana Cláudia Sousa Mendonça
TI  - Relação de professores com o uso pedagógico das tecnologias educacionais
PY  - 2024
JO  - Pós-Graduação em Educação
UR  - https://ri.ufs.br/jspui/handle/riufs/20745
AB  - The study aims to understand the relationship of teachers with the use of educational technologies based on the following research problem: what is the relationship between educational technologies and pedagogical practice in teaching work in the teachers’ conception? Its research field was a state public school in the municipality of Aracaju, Sergipe, Brazil. The theoretical-methodological framework is based on the phenomenological study of Merleau-Ponty (2018); in the formation of the scientific spirit, by Gaston Bachelard (1996), and in the meaning and its relationship with knowledge, mobilization, and dimensions by Bernard Charlot (2000; 2005; 2009; 2013; 2020). The research involved 6 (six) teachers of different subjects (Portuguese Language, Mathematics, History, Science, and Geography) from the final years of elementary school from the 6th to the 9th grade and one (Pedagogue) from the initial years of elementary school. This is research with a qualitative approach of the descriptive case study type, with data analysis, based on the perspective of Existential Phenomenology, by Merleau-Ponty (2018). As instruments of data production, the semi-structured interview and the “educ
ER  -