NDLI: Educação e tecnologias digitais: uma vivência pedagógica na formação de professores

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Educação e tecnologias digitais: uma vivência pedagógica na formação de professores

Content Provider	Semantic Scholar
Author	Bersch, Maria Elisabete Schlemmer, Eliane
Copyright Year	2017
Abstract	Resumo: Este artigo apresenta o desenvolvimento e os resultados de um estudo investigativo realizado no contexto da formacao de professores em nivel superior. Foi desenvolvido junto a uma disciplina de um curso de Pedagogia, tendo como questao norteadora compreender as contribuicoes das tecnologias digitais para a constituicao de espacos de aprendizagem hibridos, pela ressignificacao de praticas pedagogicas na formacao de professores. O estudo caracteriza-se como pesquisa-intervencao, seguindo principios da Cartografia. Durante o processo, alguns elementos da gamificacao, aliados ao conceito de educacao movel e ao uso de QRCodes , possibilitaram a emergencia de uma pratica pedagogica diferenciada, mobilizando os sujeitos a assumir uma nova atitude perante a aprendizagem. Os dados foram construidos pelos participantes em suas producoes academicas, nas interacoes ocorridas no ambiente virtual de aprendizagem e no grupo de facebook da turma, e por autoavaliacao. Como resultados, podem ser destacados: a) a ampliacao conceitual referente ao conceito de tecnologia; b) a percepcao do conceito de tecnologia em sua relacao historica com as sociedades; c) o envolvimento e engajamento dos estudantes com a atividade; d) o reconhecimento dos espacos sociais como potencializadores de construcao de conhecimento; e) o reconhecimento da relevância das tecnologias digitais na constituicao de novas praticas pedagogicas, contextualizadas na cibercultura. Palavras-chave: Educacao. Praticas pedagogicas. Gamificacao. EDUCATION AND DIGITAL TECHNOLOGIES: A PEDAGOGICAL EXPERIENCE IN TEACHERS TRAINING Abstract: This article presents the development and results of an investigative study carried out in the context of higher education teacher training. It was developed in partnership with a course of the Pedagogy Program, and its main goal was to understand the contributions of digital technologies for the constitution of hybrid learning spaces, through the resignification of pedagogical practices in teachers training. The study is an intervention research, and follows principles of Cartography. Throughout the process, some elements of gamification, together with the concept of mobile learning and the use of QRCodes, allowed the emergence of a different pedagogical practice, mobilizing the subjects to take a new attitude towards learning. The database was built by the participants in their academic productions, interactions at virtual learning environment, class Facebook group, and through self-assessment. The main results of the study are: a) broadening of the technology concept; b) perception of the technology concept in its historical relation with societies; c) involvement and engagement of students with the activity; d) recognition of social spaces as potentiators of knowledge construction; e) recognition of the relevance of digital technologies in the constitution of new pedagogical practices, in the context of cyberculture. Keywords: Education. Pedagogical practices. Gamification.
File Format	PDF HTM / HTML
DOI	10.35819/tear.v6.n2.a2297
Volume Number	6
Alternate Webpage(s)	https://periodicos.ifrs.edu.br/index.php/tear/article/download/2297/1725
Alternate Webpage(s)	https://doi.org/10.35819/tear.v6.n2.a2297
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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