A percep????o de jovens universit??rios sobre o uso do celular: potencialidades e fragilidades para a aprendizagem em sala de aula

• Ano de defesa: 2015
• Autor(a) principal: Dourado, Carmen Dulce de Britto Freire
• Orientador(a): Sousa, Carlos ??ngelo de Meneses
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cat??lica de Bras??lia
• Programa de Pós-Graduação: Programa Strictu Sensu em Educa????o
• Departamento: Escola de Educa????o, Tecnologia e Comunica????o
• País: Brasil
• Palavras-chave em Português: Educa????o; Tecnologia; Telefonia celular; Juventude; Ciberespa??o
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Resumo em Inglês: The research has analyzed the perception of university students about the use of cell phones, including aspects which enable or hinder the process of teaching and learning in the classroom scope. The method employed is qualitative which provides deeper interpretation of aspects related to the behavior of an individual especially toward habits and attitudes associated with the categories of justification to the routine use and to the use of learning by means of the cell phone by the young scholars. The theoretical foundation is based on Bauman, L??vy, Castells, Lemos, Moran, Nicolaci-da-Costa and Masetto, among others. Twenty five Psychology students of a private higher education institution in Bras??lia ??? DF took part in the research. The data were collected through questioners and interviews of 03 (three) focal groups. The data analysis was referenced in Bardin's content analysis. Two categories emerged from the results: justification and learning. From these results, 07 (seven) primary and 05 (five) secondary subcategories were summed to. As examples of these subcategories there is the ubiquity, the connectivity, the sociability, the practicality, the dependence, the dispersions and the collaborativity, among others. The results indicate that the use of the cell phone in the classroom by the university students is a constant reality and although the professor is still considered the biggest source of knowledge, admit the use for fast researches, exchange of impressions, problems resolutions and debates. As a result, it is necessary new ways of thinking the space, the time and the technologies so that this triad works as catalysts for the teaching-learning process in the educational context.
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/1959

The research has analyzed the perception of university students about the use of cell phones, including aspects which enable or hinder the process of teaching and learning in the classroom scope. The method employed is qualitative which provides deeper interpretation of aspects related to the behavior of an individual especially toward habits and attitudes associated with the categories of justification to the routine use and to the use of learning by means of the cell phone by the young scholars. The theoretical foundation is based on Bauman, L??vy, Castells, Lemos, Moran, Nicolaci-da-Costa and Masetto, among others. Twenty five Psychology students of a private higher education institution in Bras??lia ??? DF took part in the research. The data were collected through questioners and interviews of 03 (three) focal groups. The data analysis was referenced in Bardin's content analysis. Two categories emerged from the results: justification and learning. From these results, 07 (seven) primary and 05 (five) secondary subcategories were summed to. As examples of these subcategories there is the ubiquity, the connectivity, the sociability, the practicality, the dependence, the dispersions and the collaborativity, among others. The results indicate that the use of the cell phone in the classroom by the university students is a constant reality and although the professor is still considered the biggest source of knowledge, admit the use for fast researches, exchange of impressions, problems resolutions and debates. As a result, it is necessary new ways of thinking the space, the time and the technologies so that this triad works as catalysts for the teaching-learning process in the educational context.