NARRATIVAS DE USOS PEDAGÓGICOS DE FERRAMENTAS TECNOLÓGICAS NA DOCÊNCIA DO ENSINO MÉDIO

• Ano de defesa: 2015
• Autor(a) principal: Saragioto, Vivian Aparecida Vetorazzi
• Orientador(a): Azevedo, Adriana Barroso de
• Banca de defesa: Souza, Roger Marchesini Quadros , Prado, Maria Elisabette Brisola Brito
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Metodista de São Paulo
• Programa de Pós-Graduação: PÓS GRADUAÇÃO EM EDUCAÇÃO
• Departamento: Educação
• País: BR
• Palavras-chave em Português: educação; processo ensino e aprendizagem; portal educacional; ambientes virtuais
• Palavras-chave em Inglês: education; teaching-learning process; educational portal; virtual environments
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.metodista.br/jspui/handle/tede/1043

The work entitled Narratives of pedagogical uses of technological tools in high school teaching aims to evaluate and map experiences of high school teachers that integrate technology resources into their practice through their narratives, in public schools in the region of São Paulo. Thus, the teaching practice with the use of technology is present in the high school teaching, turning the teacher into a mediator of the teaching-learning process. The research methodology focuses on the experience of teachers who use technology as a tool of their practice by narrative research, which authors like Connelly and Claudinin elucidate in their work. Some authors are highlighted during the exploratory and documentary research, as Moran, Lévy, Perrenoud and Tardif, conceptualizing the role of the teacher in Freire and Zabala, mediating their practice with technology, leading to results that provide a suitable result to learning. The investigative research instruments adopted were: semi-structured interviews, informal conversations with teachers, registration of the participants in the forums of the educational portal and pedagogical meetings with the coordinator of the educational portal. The process of the analysis of the narratives of teachers was held by categories such as: organization of content by teachers, use of educational portal and interdisciplinarity. In the narratives of respondents it was noted that the work in the virtual community was based on three fundamental points: production, exchange of information and presentation of results. According to the reports submitted by the respondents, it is possible to conclude that the work developed by the teachers is very rich and contributes to the exchange of experiences among those teachers who differentiate their classes using technology through the education portal. Also noteworthy in the survey, is the choice of tools in the educational portal, made by the teachers.