Meta-análise de turmas de Tecnologias e Educação no curso de Pedagogia da UERJ no período de 1997 a 2017

• Ano de defesa: 2019
• Autor(a) principal: Ferreira, Juliana Rebelo
• Outros Autores: [e-mail]
• Orientador(a): Mattos, Carmen Lúcia Guimarães de
• Banca de defesa: Senna, Luiz Antonio Gomes , Castro, Paula Almeida de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Educação; Tecnologia; Avaliação; Professores – Formação; Tecnologia digital; Meta-análise
• Palavras-chave em Inglês: Technology; Digital technology; Evaluation; Meta-analysis
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://www.bdtd.uerj.br/handle/1/17416

This dissertation aims to study Technologies and Education, it included in the scope of research Ethnography and Exclusion: Interpretive meta-analysis of research conducted by the Center for Ethnography in Education (1984-2016). The methodology used was the meta-analysis of the archives of the Technology and Education discipline of the Pedagogy course of the State University of Rio de Janeiro and covers the period between 1997 and 2017. These data are part of the personal archive of Professor Carmen Lúcia Guimarães de Mattos advisor of this dissertation. It were selected 1,277 files for the study and divided into 3 activity groups: discursive answers to the question - What is technology in educational? practiced assessments - self-assessment, course evaluation and teacher assessment; and the projects outlined by students about the use of technology in schools. The text contains a literature review based on the terms: Technology, Digital Technology and Technology and Education; The methodology as well as the procedures performed to access, analyze, categorize and write the results. In the construction of the results the main focus was to highlight the students' writing about the theme, their perceptions, evaluations and criticism of the discipline. Among the results, we highlight the students' poor understanding of the subject, its technical expectations and difficulties in dealing with a different evaluation process. It is also noted that students tend to evaluate themselves positively, despite acknowledging their failures in the discipline. In relation to the course they approved the conduction of the activities and recognize the value of the discipline for their formation as a teacher. In the evaluation of the teacher, were highlighted in a punctual negative and positive points of the course and the teacher. In the realization of the projects there was a thematic diversity, they proposed activities for the students with a focus on the project execution by the teachers, without pointing out ways of evaluation and monitoring. This dissertation is expected to offer data for reflective analysis of the subject and for support of the discipline in the studied context.