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Previous issue date: 2014-02-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study investigates teacher training and cognitive practice of teachers in a Basic
Education school that adopted the Project One Computer per Student (OCS) in their school
routine. Its relevance consists in provide directions for the continuation of training activities
on the Project and guide the teachers with their pedagogical practices using the laptop model
one to one. The thesis defended is that the educator formation for social using of digital media
(specially the laptops from the Project UCA) gives space to establish new sociotechnical
relationships, of new social and professionals practices, new identitary components and a
process of reflexivity and knowledge reconstruction to teach. We reaffirm the importance of
reflexivity and appropriation of digital culture for the better development of teaching practice
using the Information and Communication Technologies (ICTs), giving focus to the aspects of
social and professional use of the technology. The study is part of the qualitative aspect and is
a procedural tracking based on principles of ethnographic research. As procedures and
methodological tools, were used: intensive observation of school environments, documental
analysis, focal group, semi-structured questionnaires and semi-structured individual
interviews. The research was held in a public school in the city of Parnamirim - RN. The
subject sample relates to 17 teachers, coming from the elementary school I and II, Youth and
Adult Education and High School, who went through the process of training UCA and having
entered the laptops in their teaching. The research corpus is structured based on the messages
built into the process of data collection and is analyzed based on principles of Content
Analysis, specified by Laurence Bardin (2011). Was taken as theoretical reference studies by
Tardif (2000; 2011), Pimenta (2009), Gorz (2004, 2005), Giddens (1991), Dewey, J. (1916),
Boudieu (1994; 1999), Freire (1996; 2005), among others. The analysis indicates a process of
reconstruction / revision of knowledge to teach and work in digital culture, being these
knowledges guided by the experience of the subjects investigated. The reconstructed
knowledges will be revealed from a categorization process. The following groups of
knowledges: "technical knowledges", "didactic-methodological knowledges and
knowledges of professionalization" were built on the assumption of ownership of digital
culture in the educational context. The analysis confirms the appearance of new ways of
sociability when acquiring other forms of acting and thinking ICTs, despite the environment
adverse to the reflexivity shared among the teachers. Also reveals, based on the ownership
concept present on the data analysis, the construction of meanings of belonging and
transformation of individuals into social routes from the interweaving of the teaching practice
with the digital culture. Emphasizes, finally, the importance of a training for use of ICTs that
exceeds the instrumentation, in other words, what we call "technical knowledges", but taking
on its structural basis the shared reflection, the opening for the ressignificance (new meaning)
and reconstruction of new knowledges and practices and that really allows, to the teacher, the
living of an experience capable of providing socio-technical transformations of their
relationships / Este estudo investiga a forma??o de professores e a pr?tica cognitiva dos docentes em uma
escola de Educa??o B?sica que adotou o Projeto Um Computador por Aluno (UCA) em seu
cotidiano escolar. Sua relev?ncia consiste em fornecer dire??es para a continua??o das a??es
de forma??o do projeto e nortear o fazer e o pensar docentes junto ?s suas pr?ticas
pedag?gicas com uso do laptop no modelo um para um. Defende-se que a forma??o do
educador para uso social das m?dias digitais (em especial, os laptops provenientes do UCA)
abre espa?os para o estabelecimento de novas rela??es sociot?cnicas, de novas pr?ticas socais
e profissionais, novas perten?as identit?rias e de um processo de reflexividade e reconstru??o
de saberes para ensinar. Reafirmamos a import?ncia da reflexividade e da apropria??o da
cultura digital para melhor desenvolvimento da pr?tica docente com uso das Tecnologias da
Informa??o e Comunica??o (TICs), enfocando os aspectos de uso social e profissional da
tecnologia. O estudo alinha-se ? vertente qualitativa e trata-se de um rastreamento processual
com base em princ?pios da pesquisa etnogr?fica. Como procedimentos e instrumentos
metodol?gicos, foram adotados: a observa??o intensiva dos ambientes escolares, a an?lise
documental, o grupo focal, question?rios semiestruturados e entrevistas individuais
semiestruturadas. A pesquisa realizou-se em uma escola p?blica do munic?pio de Parnamirim
RN. A amostra de sujeitos refere-se a 17 docentes, procedentes do ensino fundamental I e II,
Educa??o de Jovens e Adultos e Ensino M?dio que passaram pelo processo de forma??o UCA
e que inseriram os laptops em sua pr?tica pedag?gica. O corpus da pesquisa est? estruturado
com base nas mensagens constru?das no processo de coleta de dados e ? analisado com base
em princ?pios da An?lise de Conte?dos, especificados por Laurence Bardin (2011). Tomou-se
como referencial te?rico os estudos de Tardif (2000; 2011), Pimenta (2009), Gorz (2004,
2005), Giddens (1991), Dewey, J. (1916), Boudieu (1994; 1999), Freire (1996; 2005), entre
outros. A an?lise aponta um processo de reconstru??o/revis?o de saberes para ensinar e atuar
na cultura digital, saberes esses pautados na experi?ncia dos sujeitos investigados. Os saberes
reconstru?dos ser?o desvendados a partir de um processo de categoriza??o. Os seguintes
grupos de saberes: saberes da t?cnica , saberes did?tico-metodol?gicos e saberes da
profissionaliza??o foram constru?dos na premissa da apropria??o da cultura digital em
contexto educacional. A an?lise confirma o surgimento de novas formas de sociabilidades ao
adquirirem outras formas de agir e de pensar as TICs, apesar do ambiente adverso ?
reflexibilidade compartilhada entre os docentes. Revela, ainda, com base no conceito de
apropria??o presente na an?lise dos dados, a constru??o de sentidos de pertencimento e de
transforma??o do sujeito no percurso social a partir do entrela?amento da pr?tica docente com
a cultura digital. Ressalta, por fim, a import?ncia de uma forma??o para uso das TICs que
ultrapasse a instrumentaliza??o, ou seja, o que denominamos saberes da t?cnica , mas que
tenha em sua base estrutural a reflexividade compartilhada, a abertura para a ressignifica??o e
(re)constru??o de saberes e fazeres e que permita realmente, ao professor, a viv?ncia de uma
experi?ncia capaz de propiciar transforma??es de suas rela??es sociot?cnicas
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14506 |
| Date | 25 February 2014 |
| Creators | Burlamaqui, Akynara Aglae Rodrigues Santos da Silva |
| Contributors | CPF:13679465491, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4704292T6, Ferreira, Adir Luiz, CPF:25348787949, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783992T8, Demoly, Karla Rosane de Amaral, CPF:50914111000, Garcia, Luciane Terra dos Santos, CPF:00896996700, http://lattes.cnpq.br/2546503141542893, Mendes, Marc?lia Luzia Gomes da Costa, CPF:37815040420, http://lattes.cnpq.br/1853494257403195, Coelho, Maria das Gra?as Pinto |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| 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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