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Previous issue date: 2015-10-15 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research aimed to investigate the contribution of a proposed model for the continuing training program for teachers considering the context of ubiquitous learning. To do this we sought to investigate the changes that have occurred in the views, expressed in the pedagogical practices of teachers about the use of tablets and their applications (Apps) as supporting elements of ubiquitous learning, with the scenario from the ongoing education. Held in a private educational school located in Porto Alegre, its pedagogical proposal seeks to encourage innovation and emphasizes the use of digital and mobile technologies (tablets) as a working element for teachers and students. The qualitative approach supported by a case study was the strategy adopted to conduct the investigation. The research subjects were the holders teachers of Kindgarden and elementary school who participated in continuing education at school service using the proposed model. Data were collected by semi-structured questionnaire, interview and direct observation. We have used the methodology of discursive textual analysis, of Moraes and Galiazzi (2011), for data analysis. For theoretical foundation considered the work of Santaella (2003; 2007; 2010a; 2010b; 2013), N?voa (1992; 2007; 2009; 2012), N?voa and Bandeira (2005), Garc?a (1999), Lib?neo (1998; 2001; 2010), Castells (1999; 2003) and L?vy (1990; 1998; 1999; 2011). The study showed that after applying the proposed model there were indicators that the context of ubiquitous learning began to occur in a systematic manner even after completion of the training period for teachers. In short, there were changes in teaching practices that allow adoption in different levels of the use of digital technologies and creation of pedagogical practices developed by teachers associated with the use of tablets. It is expected that this research will contribute to the reflection of educational processes and practices regarding the adoption of mobile technologies from the possibilities offered by ubiquitous communication in the current context of cyberculture and provide elements that can collaborate on future work in training line, Policies and Practices in Education to which this research is linked. / Este trabalho de pesquisa buscou investigar a contribui??o de um modelo proposto para o ciclo de forma??o continuada para docentes considerando o contexto da aprendizagem ub?qua. Para tal buscou-se pesquisar as mudan?as que ocorreram nas concep??es, expressas nas pr?ticas pedag?gicas dos docentes, acerca do uso dos tablets e seus aplicativos (Apps) como elementos apoiadores da aprendizagem ub?qua, tendo por cen?rio a partir da forma??o continuada em servi?o. Realizada em uma escola de ensino privado localizada em Porto Alegre, cuja proposta pedag?gica busca incentivar a inova??o e enfatiza o uso de tecnologias digitais e m?veis (tablets) como elemento de trabalho para professores e alunos. A abordagem qualitativa apoiada num estudo de caso foi a estrat?gia adotada para condu??o da investiga??o. Os sujeitos de pesquisa foram os professores titulares da educa??o infantil e anos iniciais que participaram da forma??o continuada em servi?o da escola utilizando o modelo proposto. Os dados foram coletados por question?rio semiestruturado, entrevista e observa??o direta. Utilizou-se a metodologia de an?lise textual discursiva, de Moraes e Galiazzi (2011), para an?lise dos dados. Para fundamenta??o te?rica considerou-se os trabalhos de Santaella (2003; 2007; 2010a; 2010b; 2013), N?voa (1992; 2007; 2009; 2012), N?voa e Bandeira (2005), Garc?a (1999), Lib?neo (1998; 2001; 2010), Castells (1999; 2003) e L?vy (1990; 1998; 1999; 2011). O estudo mostrou que ap?s a aplica??o do modelo proposto existiam indicadores de que o contexto da aprendizagem ub?qua come?ou a ocorrer de forma sistematizada mesmo ap?s conclu?do o per?odo de capacita??o dos docentes. Ou seja, aconteceram mudan?as nas pr?ticas docentes que permitiram ado??o em n?veis diferenciados do uso de tecnologias digitais e cria??o de pr?ticas pedag?gicas elaboradas pelos docentes associadas ao uso dos tablets. Espera-se que esta pesquisa possa contribuir na reflex?o dos processos e pr?ticas educacionais acerca da ado??o de tecnologias m?veis a partir das possibilidades ofertadas pela comunica??o ub?qua no atual contexto da cibercultura, bem como fornecer elementos que possam colaborar em trabalhos futuros na linha de Forma??o, Pol?ticas e Pr?ticas em Educa??o ? qual esta pesquisa est? vinculada.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/6405 |
| Date | 15 October 2015 |
| Creators | Valletta, D?bora Vaga |
| Contributors | Giraffa, Lucia Maria Martins |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, Brasil, Faculdade de Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 600, 600, 600, 600, -3459865808041894734, -240345818910352367, 2075167498588264571 |
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