As implicações das novas tecnologias nos processos de ensino e aprendizagem da dança na escola

• Ano de defesa: 2018
• Autor(a) principal: Gomes, Higor Thiago Feltrin Rozales
• Orientador(a): Campos, Douglas Aparecido de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Educação - PPGPE
• Palavras-chave em Português: Educação física; Ensino e aprendizagem; Dança; Novas tecnologias
• Palavras-chave em Inglês: Physical education; Teaching and learning; Dance; New technologies
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/11879

This study aims to analyze, discuss and investigate the influences and implications of the new technologies in the teaching and learning of dance, materialized in pedagogical practices in Physical Education and, specifically, to describe and analyze the use of technological resources as mediating tools and didactic processes in the teaching and learning of dance in Physical Education classes. The theoretical reference used was the cultural historical theory of Vygotsky; the studies of Adolfo Sánchez Vázques with the philosophy of praxis, as well as Agnes Heller who discusses the daily life and, besides these authors, Jenkins studies clarifies on the "transmediate narrative" and, MCLuhan adds in discussing technology as a human extension . The sample consisted of 21 teachers of Physical Education who are effective of the municipal education system of the city of Votuporanga-SP, city where the study was carried out. The instruments used for the data collection were: semi-structured questionnaire, semi-structured individual interview, observations and filming. The results of this study showed that the new technological trends are phenomena that need to be studied, since they are introduced in an indiscriminate manner, without proper educational intentions and are characterized as alien objects for many teachers who do not master the use of new technologies. The data point to the initial and continued formation as a determining factor in the positioning of teachers who do not use the new technologies as mediating tools of dance during the classes. In addition, there are still questions of prejudice and machismo that imply in the justification of some teachers who reported lack of affinity with the theme. The data also point to the relevance of continuing education in the workplace to address potential problems involving new technologies, dance and teacher training.