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Please use this identifier to cite or link to this item: http://tede.metodista.br/jspui/handle/tede/1779
???metadata.dc.type???: Dissertação
Title: CAMINHOS PARA FORMAÇÃO E ATUAÇÃO DOCENTE: UM ESTUDO SOBRE ESTUDANTES CONCLUINTES E EGRESSOS DE UM CURSO DE PEDAGOGIA EAD
Other Titles: PATHS FOR TEACHER TRAINING AND PERFORMANCE: A STUDY ON GRATUATING AND GRADES OF AN EAD PEDAGOGY COURSE
???metadata.dc.creator???: OLIVEIRA, SIMONE APARECIDA POSSARLI
???metadata.dc.contributor.advisor1???: Azevedo, Adriana Barroso de
???metadata.dc.contributor.referee1???: André , Cláudio Fernando
???metadata.dc.contributor.referee2???: Angeluci , Alan César Belo
???metadata.dc.description.resumo???: O tema central deste estudo é a reflexão sobre a prática pedagógica de alunos concluintes e egressos de um curso de Pedagogia na educação a distância (EaD) que traz como problema de pesquisa “Quais percepções emergem sobre a prática docente quando se reflete sobre a trajetória formativa permeada pelas tecnologias digitais de informação e comunicação em seus processos de ensino-aprendizagem?”. A pesquisa aqui conduzida tem como objetivo geral identificar, a partir das narrativas dos alunos, se o fato de o Pedagogo ser formado na modalidade a distância, fez desse professor um usuário das tecnologias. Em relação aos objetivos específicos, tendo por base as experiências narradas, objetiva-se analisar as relações possíveis entre educação e tecnologias e seus desdobramentos na prática pedagógica, contextualizar a educação a distância no cenário de intensa presença de TDIC na sociedade, identificar quais práticas com Tecnologia Digitais de Informação e Comunicação (TDIC) o egresso desenvolve com o uso das TDIC e evidenciar se a tecnologia, como elemento mediador durante sua formação docente, garante o uso desta ferramenta em seu fazer pedagógico. Trata-se de uma pesquisa qualitativa de cunho investigativo elaborada na modalidade narrativa e autobiográfica e amparada na abordagem hermenêutico-fenomenológica para a interpretação das narrativas, a partir das experiências vividas e contadas. Este estudo apoia-se tanto na pesquisa narrativa de Clandinin e Connelly (2015) e Josso (2010), quanto nos princípios teóricos da abordagem biográfica de Delory-Momberger (2012), Passeggi (2011), Azevedo (2015). Para a interpretação das narrativas foi utilizada a abordagem hermenêutico-fenomenológica a partir dos estudos de Maximina Freire (2010, 2012). O quadro teórico apresenta ainda discussões referentes ao uso das Tecnologias Digitais de Informação e Comunicação (TDIC) e Educação a partir das provocações dos autores: Kensky (2004, 2005, 2010), Moran (1999, 2000, 2004, 2009). Pretto et al. (2012) e Demo (2009, 2011) legitimam os aspectos da formação docente. O material de análise foi constituído de fontes autobiográficas produzido por estudantes concluintes e egressos, com base em narrativas sobre a trajetória formativa e a prática docente. A partir dessas narrativas emergiram temas que ao serem interpretados possibilitaram reflexões a respeito do uso consciente e crítico das tecnologias digitais da informação e comunicação em seu fazer pedagógico e em sua formação continuada.
Abstract: This study aims at reflecting on the pedagogical practice of graduating and graduated students from a Pedagogy course in Distance Education (DE) which seeks to answer the research problem "What perceptions emerge about the teaching practice when we reflect upon the formative trajectory permeated by the digital technologies of information and communication in the teaching-learning processes?". The main objective of this research focuses on identifying, from the students' narratives, if the fact that the Pedagogue is graduated in the distance modality, made this teacher a user of the technologies. The specific objectives, based on the experiences described, are to analyze the possible relations between education and technologies and their unfolding in pedagogical practice, contextualize distance education in the scenario of intense presence of ICT in the society, identify which practices with Information and Communication Technology (ICT) the egress develops with the use of the ICT and to demonstrate if the technology, as a mediating element during teacher training, guarantees the use of this tool in their pedagogical practice. It is a qualitative research of an investigative nature, elaborated in the narrative and autobiographical modality and supported in the hermeneutic-phenomenological approach for the interpretation of the narratives, from the experiences lived and narrated. This study is based both on the narrative inquiry of Clandinin and Connelly (2015) and Josso (2010), and on the theoretical principles of the biographical approach of Delory-Momberger (2012), Passeggi (2011), Azevedo (2015). For the interpretation of the narratives the hermeneutic-phenomenological approach from the studies of Maximina Freire (2010, 2012) has been used. The theoretical framework also presents discussions about the use of Information and Communication Technology (ICT) and Education from the following authors: Kensky (2004, 2005, 2010), Moran (1999, 2000, 2004, 2009). Authors such as Pretto et al. (2012) and Demo (2009, 2011) legitimize aspects of teacher education. The material for the analysis was composed of autobiographical sources produced by graduating and graduated students, based on their own narratives about formative trajectory and teaching practice. From these narratives the themes emerged and, when interpreted, they enabled us to reflect upon the conscious and critical use of digital information and communication technologies in their pedagogical practice and in their continuing education.
This study aims at reflecting on the pedagogical practice of graduating and graduated students from a Pedagogy course in Distance Education (DE) which seeks to answer the research problem "What perceptions emerge about the teaching practice when we reflect upon the formative trajectory permeated by the digital technologies of information and communication in the teaching-learning processes?". The main objective of this research focuses on identifying, from the students' narratives, if the fact that the Pedagogue is graduated in the distance modality, made this teacher a user of the technologies. The specific objectives, based on the experiences described, are to analyze the possible relations between education and technologies and their unfolding in pedagogical practice, contextualize distance education in the scenario of intense presence of ICT in the society, identify which practices with Information and Communication Technology (ICT) the egress develops with the use of the ICT and to demonstrate if the technology, as a mediating element during teacher training, guarantees the use of this tool in their pedagogical practice. It is a qualitative research of an investigative nature, elaborated in the narrative and autobiographical modality and supported in the hermeneutic-phenomenological approach for the interpretation of the narratives, from the experiences lived and narrated. This study is based both on the narrative inquiry of Clandinin and Connelly (2015) and Josso (2010), and on the theoretical principles of the biographical approach of Delory-Momberger (2012), Passeggi (2011), Azevedo (2015). For the interpretation of the narratives the hermeneutic-phenomenological approach from the studies of Maximina Freire (2010, 2012) has been used. The theoretical framework also presents discussions about the use of Information and Communication Technology (ICT) and Education from the following authors: Kensky (2004, 2005, 2010), Moran (1999, 2000, 2004, 2009). Authors such as Pretto et al. (2012) and Demo (2009, 2011) legitimize aspects of teacher education. The material for the analysis was composed of autobiographical sources produced by graduating and graduated students, based on their own narratives about formative trajectory and teaching practice. From these narratives the themes emerged and, when interpreted, they enabled us to reflect upon the conscious and critical use of digital information and communication technologies in their pedagogical practice and in their continuing education.
Keywords: Educação a Distância; Tecnologias digitais de informação e comunicação; Estudantes egressos e concluintes
Educação a Distância; Tecnologias digitais de informação e comunicação; Estudantes egressos e concluintes
Distance Education; Information and Communication Technology; Graduated and Graduating Students
Distance Education; Information and Communication Technology; Graduated and Graduating Students
???metadata.dc.subject.cnpq???: CIENCIAS HUMANAS::EDUCACAO
CIENCIAS HUMANAS::EDUCACAO
Language: por
???metadata.dc.publisher.country???: Brasil
Publisher: Universidade Metodista de Sao Paulo
???metadata.dc.publisher.initials???: IMS
???metadata.dc.publisher.department???: Educacao:Programa de Pos Graduacao em Educacao
???metadata.dc.publisher.program???: Educacao
Citation: OLIVEIRA, SIMONE APARECIDA POSSARLI. CAMINHOS PARA FORMAÇÃO E ATUAÇÃO DOCENTE: UM ESTUDO SOBRE ESTUDANTES CONCLUINTES E EGRESSOS DE UM CURSO DE PEDAGOGIA EAD. 2018. 184 folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo.
???metadata.dc.rights???: Acesso Aberto
URI: http://tede.metodista.br/jspui/handle/tede/1779
Issue Date: 24-Apr-2018
Appears in Collections:Programa de Pos Graduação em Educação

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