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Previous issue date: 2017-10-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / As tecnologias digitais da informa??o e comunica??o ? TDICs v?m ocupando cada vez mais espa?o nas rela??es humanas. Esse fato tem retroalimentado a produ??o nessa ?rea fazendo com que surjam novas tecnologias e formas de agreg?-las ? vida cotidiana das pessoas. O campo educacional, historicamente, vem incorporando essas mudan?as tecnol?gicas de forma gradualmente mais lenta. Esta tese buscou compreender como as TDICs t?m se inserido no contexto escolar, notadamente, na pr?tica pedag?gica dos professores. Estabelecemos como par?metro as tecnologias emergentes, para perceber qual o grau de distanciamento/aproxima??o entre o acesso a essas tecnologias e a pr?tica dos docentes. Elegemos como objetivo dessa tese, verificar em que medida os professores utilizam as tecnologias emergentes e, a partir desse diagn?stico, elaboramos um modelo de plataforma que propicie forma??o permanente e colaborativa que, no formato de rede social, possa auxiliar os professores a intercambiar informa??es acerca dos conhecimentos produzidos em sua pr?tica. Utilizamos como referentes te?rico-metodol?gicos a pesquisa quali-quanti, a qual possibilitou a an?lise de dados estat?sticos, assim como a leitura qualitativa do contexto da pesquisa. Do ponto de vista te?rico, utilizamos a revis?o bibliogr?fica. Para discutir a forma??o docente, lan?amos m?o dos estudos, fundamentalmente, de Ramalho, N??ez e Gauthier (2003), Perrenoud (2000) e Marcelo Garcia (2001); os escritos de Pedr? (2010) para pensarmos o conceito de inova??o e, sobre as tecnologias nos apoiamos em Pretto (2011), Moran et al (2012) e Buzato (2010). Realizamos uma revis?o documental, tendo por lastro, o marco legal, especialmente, a partir da Lei de Diretrizes e Bases da Educa??o Nacional n. 9394/1996, os Par?metros Curriculares Nacionais, as Diretrizes Curriculares Nacionais e o atual Plano Nacional de Educa??o, al?m da legisla??o espec?fica voltada para as TDICs, que fundamentam as pol?ticas p?blicas na ?rea. Ainda utilizamos como t?cnica de pesquisa, o estado da arte, cujo levantamento pautou-se na compila??o das principais pesquisas emp?ricas realizadas com professores brasileiros acerca da utiliza??o das TDICs em sua pr?tica pedag?gica. Sobre as tecnologias emergentes, consultamos as principais publica??es internacionais, com vistas a compor um quadro atualizado. Como resultado, foi poss?vel verificar que os professores n?o utilizam de forma satisfat?ria as tecnologias digitais na sua pr?tica, mas est?o constantemente conectados; s?o motivados pelos pares, alunos, documentos oficiais e pela coordena??o pedag?gica; h? pol?ticas de fomento ? inser??o das TDICs em sala de aula e que a literatura cient?fica sobre tecnologias emergentes na educa??o ainda ? muito recente, sem especifica??es das tecnologias, suas aplica??es educacionais e crit?rios objetivos de avalia??o. Ademais, os principais fatores que obstaculizam sua utiliza??o gravitam em torno da falta de condi??es infraestruturais para utilizar as tecnologias na sala de aula; dificuldade de acesso a uma diversidade maior de recursos tecnol?gicos, com infraestrutura adequada e compet?ncia para realizar essa media??o did?tica e, matrizes curriculares dos cursos de forma??o inicial e continuada que privilegiem outras compet?ncias em detrimento do ensino com tecnologias digitais. Para dirimir algumas dessas dificuldades explicitamos a Abordagem Tecnol?gica Tridimensional para Inova??o no Ensino ? TTATI, modelo de forma??o permanente, aberto e colaborativo que busca melhorar o acesso e utiliza??o das TDICs, em especial as tecnologias emergentes, na pr?tica docente e, em ?ltima inst?ncia, a melhoria da qualidade da educa??o. / Digital information and communication technologies - TDICs have been taking up more and more space in human relations. This fact has fed the production in this area causing new technologies to emerge and new ways of adding them to the daily life of people. The educational field, historically, has been incorporating social changes in a more gradual way. This work sought to understand how the TDICs have been inserted in the school context, especially in the pedagogical practice of teachers. We established as a parameter the emerging technologies, in order to understand the degree of distance / approximation between access to these technologies and the practice of teachers. We chose the objective of this work, to verify the extent to which teachers use the emerging technologies and, from this diagnosis, we elaborate a platform model that provides permanent and collaborative training that, in the social network format, can help teachers to exchange information about knowledge produced in their practice. We used as qualitative-methodological references the quali-quanti research, which enabled the analysis of statistical data, as well as the qualitative reading of the context of the research. From the theoretical point of view, we used the bibliographic review. In order to discuss teacher education, we have used the studies, mainly by Ramalho, N??ez and Gauthier (2003), Perrenoud (2000) and Marcelo Garcia (2001); (Morro et al., 2012) and Buzato (2010). In this paper, we present a case study of the concept of innovation. We carried out a documentary review, taking into account the legal framework, especially, based on the Law of Guidelines and Bases of National Education n. 9394/1996, the National Curricular Parameters, the National Curricular Guidelines and the current National Education Plan, in addition to the specific legislation focused on the TDICs, which underpin public policies in the area. We still use the state of the art as a research technique, whose survey was based on the compilation of the main empirical research carried out with Brazilian teachers about the use of TDICs in their pedagogical practice. On emerging technologies, we consult the main international publications, with a view to compiling an updated table. As a result it was possible to verify that teachers do not use digital technologies in their practice satisfactorily, but are constantly connected; are motivated by peers, pupils, official documents and pedagogical coordination; there are policies to promote the insertion of TDICs in the classroom and that the scientific literature on emerging technologies in education is still very recent, with no specifications of the technologies, their educational applications and objective evaluation criteria. In addition, the main factors that hamper its use gravitate around the lack of infrastructural conditions to use the technologies in the classroom; difficulty in accessing a greater diversity of technological resources, with adequate infrastructure and competence to carry out this didactic mediation, and curricular matrices of initial and continuing training courses that privilege other skills to the detriment of teaching with digital technologies. In order to solve some of these difficulties, we explain the Three - Dimensional Technological Approach to Innovation in Teaching - TTATI, a model of permanent, open and collaborative training that seeks to improve the access and use of TDICs, especially emerging technologies, teaching practice and, ultimately, improving the quality of education.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24941 |
| Date | 30 October 2017 |
| Creators | Melo, Jo?o Ricardo Freire de |
| Contributors | 13604759404, Ferreira, Adir Luiz, 25348787949, Diniz, Adriana Val?ria Santos, 55249396453, Carvalho Neto, Cassiano Zeferino de, 02826420801, Nunez, Isauro Beltran, 00767399455, Carvalho, Joabson Nogueira de, 40803120400, Oliveira, Luiz Affonso Henderson Guedes de, 21929564287, Ramalho, Betania Leite |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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