Os olhos tristes da fita rodando no gravador : as tecnologias educacionais como artesanias docentesdiscentes

• Ano de defesa: 2018
• Autor(a) principal: Silva, Leonardo Amaro Nolasco da
• Orientador(a): Soares, Maria da Conceição Silva
• Banca de defesa: Alves, Nilda Guimarães , Oliveira, Inês Barbosa de , Givigi, Ana Cristina Nascimento , Barros, Maria Elizabeth Barros e , Oswald, Maria Luiza Magalhães Bastos
• Tipo de documento: Tese
• 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: BR
• Palavras-chave em Português: Tecnologias educacionais; Dramaturgias Docentesdiscentes; Artesanias; Formação de professores; Cotidianos; Educação; Educação - Efeito das inovações tecnológicas; Professores Formação
• Palavras-chave em Inglês: Educational Technologies; Teacherstudents Dramartugies; Handcrafts; Teacher Training; Everyday Life Studies
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10486

This work intends to think how teacherstudents who are in the teacher training's cenario, working as agents of such practice with digital and/or analogical techonologies, have the objective to understand what is created with the uses of the mentioned technologies, based on four notions, which are: inventive learning, teacherstudents dramartugies, shared authorship and technological bricolages. It is not the analysis of some didactic experiences, but rather a way of thinking with them, the user's operations, questioning our conventions over what is educational, pedagogical or didactic. In this sense is sought the construction of thinking possibilities about material production of a kind of teaching work, specially in a historical moment when didactic modeling discourses grow vertiginously. Therefore, as we approach the technologies under the bias of handicrafts which inscribe the signatures of the workers in the world, we wil think os them as creative and collective resistances to all sort os standardazing rites. This research aimed to identify the uses that techologies assume with the educational practices, taken as dramartugies, considering the appropriation forms that subvert and/or reinvent as its best, the known scripts. In order to think such uses, or rather, about what they produce, i followed my own steps in the classrooms, trying to build with my research'interlocutors some understanding over the relevance and insignificance on the practices we have created ourselves, being part of it as vehicles (CERTEAU, 1994). I also wandered around the others teacher's rooms, observing their teachinglearning and technological appropriations