Ensino personalizado: o humano, o computador e a função social da educação

• Ano de defesa: 2018
• Autor(a) principal: Ramos, Cíntia Acioli da Silva
• Orientador(a): Silva, Maria da Graça Moreira da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Currículo; Tecnologia educacional; Ensino personalizado; Educação - Aspectos sociais
• Palavras-chave em Inglês: Curriculum; Educational technology; Personalized teaching; Education - Social aspects
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://tede2.pucsp.br/handle/handle/21651

The currentt study is inserted in the research line - New Technologies in Education of the Postgraduate Program in Education: Curriculum. Its main aim is to reflect on personalized adaptive learning and the use of technological resources (Information Digital and Communication Technologies - IDCT) and how they are associated to certain pedagogical tendencies. The theme is still insuficiently studied by the Brazilian academy, which is why the defined period for the research was from 2006, when we note a growing academic research till 2016. In this interval a clear trend can be observed on the interest of the subject in question. The study was based on authors such as Libâneo, Saviani, Aranha, Gauthier & Tardif, regarding the survey of pedagogical tendencies and their contexts in Brazil, and technologies applied to education, when approached by adaptive and personalized learning. Concerning to the technology approach are highlighted authors such as Almeida, Valente, Barberà & Rochera. The methodology used was the qualitative and exploratory approach, through a literature review, with the purpose of investigating how the subject is presented in the Brazilian academic researches, focusing on the productions that appear in the portal of Coordination for Improvement Personnel of Higher Level ( Capes). After defining the inclusion and exclusion criteria, the literature review resulted in 51 (fifty one) works, from which 10 (ten) of doctorate, 34 (thirty-four) academic masters and 7 (seven) professional masters. The study allowed us to conclude that the use of technologies in adaptive and personalized learning is more aligned with liberal tendencies of education than with progressive tendencies, being therefore, rather a continuation of old pedagogical practices than an innovation in the teaching process of learning