Tecnologia e trabalho docente: O desafio de engajar alunos no ensino remoto.
Ano de defesa: | 2022 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal do Maranhão
|
Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM CULTURA E SOCIEDADE/CCH
|
Departamento: |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tedebc.ufma.br/jspui/handle/tede/tede/3491 |
Resumo: | The current scenario of pandemic crisis imposed new demands on all sectors, especially on the educational sector, with the diversity of time and space of teaching work, when face-to-face teaching was suspended and remote teaching, mediated by technologies, was implemented for the continuity of the pedagogical process. From this perspective, this study has as its theme the relationship between remote learning, technology and engagement, based on the assumption of a change in methodology to generate student engagement in remote education. Its general objective is: to identify the changes in teaching work during emergency remote teaching in academic productions. Its specific objectives are: to analyze changes in teaching work; verify how teachers contributed to engage students in remote learning; understand how active methodologies can contribute to student engagement. The theoretical framework is based, among others, on the contributions of: Castells (1999); Coutinho (2011); Kenski (2007) Lévy (1996, 1999); Moran, Masetto and Behrens (2000); Schwab (2016); Fredricks, Blumenfeld and Paris (2004); Meyer and Turner (2006); Bacich and Moran (2018); Bottentuit Junior (2019); Camargo and Daros (2018); Fonsêca (2008); Gouveia (2009); Prass (2012); Sousa (2013); Valente (2018); Vygotsky (2002); Zabala (1998); Gil (2002); Cervo, Bervian and Silva (2007). The methodological option was defined as of a qualitative nature, whose initial technical procedure was the bibliographic research, later an exploratory study was carried out, with some teachers. An analysis was also carried out in empirical articles, about the work developed by teachers of basic education in the context of remote teaching, for a better understanding of this research. It was found that one of the main challenges facing the teachers was the lack of knowledge about digital technologies for the continuity of teaching. Some did not know applications or platforms like Google Meet, Zoom, Microsoft Teams, and learned along the way, often without support from the institution. |
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BOTTENTUIT JUNIOR, João Batistahttp://lattes.cnpq.br/4828197220419425BOTTENTUIT JUNIOR, João Batistahttp://lattes.cnpq.br/4828197220419425LACERDA, Marcelo de Mirandahttp://lattes.cnpq.br/8705977158867837RODRIGUES, Sannya Fernanda Nuneshttp://lattes.cnpq.br/5638131664583072http://lattes.cnpq.br/2015812127482258SANTOS, Valdilene de Jesus Oliveira2022-02-23T14:07:13Z2022-01-20SANTOS, Valdilene de Jesus Oliveira. Tecnologia e Trabalho Docente: O desafio de engajar alunos no ensino remoto.. 2022. 134 f. Dissertação (Programa de Pós-Graduação em Cultura e Sociedade/CCH) - Universidade Federal do Maranhão, São Luís, 2022.https://tedebc.ufma.br/jspui/handle/tede/tede/3491The current scenario of pandemic crisis imposed new demands on all sectors, especially on the educational sector, with the diversity of time and space of teaching work, when face-to-face teaching was suspended and remote teaching, mediated by technologies, was implemented for the continuity of the pedagogical process. From this perspective, this study has as its theme the relationship between remote learning, technology and engagement, based on the assumption of a change in methodology to generate student engagement in remote education. Its general objective is: to identify the changes in teaching work during emergency remote teaching in academic productions. Its specific objectives are: to analyze changes in teaching work; verify how teachers contributed to engage students in remote learning; understand how active methodologies can contribute to student engagement. The theoretical framework is based, among others, on the contributions of: Castells (1999); Coutinho (2011); Kenski (2007) Lévy (1996, 1999); Moran, Masetto and Behrens (2000); Schwab (2016); Fredricks, Blumenfeld and Paris (2004); Meyer and Turner (2006); Bacich and Moran (2018); Bottentuit Junior (2019); Camargo and Daros (2018); Fonsêca (2008); Gouveia (2009); Prass (2012); Sousa (2013); Valente (2018); Vygotsky (2002); Zabala (1998); Gil (2002); Cervo, Bervian and Silva (2007). The methodological option was defined as of a qualitative nature, whose initial technical procedure was the bibliographic research, later an exploratory study was carried out, with some teachers. An analysis was also carried out in empirical articles, about the work developed by teachers of basic education in the context of remote teaching, for a better understanding of this research. It was found that one of the main challenges facing the teachers was the lack of knowledge about digital technologies for the continuity of teaching. Some did not know applications or platforms like Google Meet, Zoom, Microsoft Teams, and learned along the way, often without support from the institution.O cenário atual de crise pandêmica impôs novas demandas a todos os setores, especialmente ao setor educacional, com a diversidade de tempo e espaço do trabalho docente, quando foi suspenso o ensino presencial e implantado o ensino remoto emergencial, mediado pelas tecnologias, para a continuidade do processo pedagógico. Nessa perspectiva, esse estudo possui como temática a relação entre o ensino remoto, a tecnologia e o engajamento, partindo do pressuposto da mudança de metodologia para gerar o engajamento do aluno no ensino remoto. Seu objetivo geral é: identificar nas produções acadêmicas as mudanças ocorridas no trabalho docente durante o ensino remoto emergencial. São seus objetivos específicos: analisar as mudanças no trabalho docente; verificar como os professores contribuíram para engajar os alunos no ensino remoto; compreender como as metodologias ativas podem contribuir para o engajamento dos alunos. O referencial teórico apoia-se, dentre outros, nas contribuições de: Castells (1999); Coutinho (2011); Kenski (2007) Lévy (1996, 1999); Moran, Masetto e Behrens (2000); Schwab (2016); Silva, Andrade e Brinatti (2020); Fredricks, Blumenfeld e Paris (2004); Meyer e Turner (2006); Bacich e Moran (2018); Bottentuit Junior (2019); Camargo e Daros (2018); Fonsêca (2008); Gouveia (2009); Prass (2012); Sousa (2013); Valente (2018); Vygotsky (2002); Zabala (1998); Gil (2002); Cervo, Bervian e Silva (2007). A opção metodológica foi definida como de natureza qualitativa, cujo procedimento técnico inicial foi a pesquisa bibliográfica, posteriormente foi realizado um estudo exploratório, com alguns professores. Realizou-se, ainda, uma análise em artigos empíricos, acerca do trabalho desenvolvido pelos professores da educação básica no contexto de ensino remoto, para melhor compreensão dessa pesquisa. Verificou-se que um dos principais desafios dos professores foi o pouco conhecimento sobre as tecnologias digitais para a continuidade do ensino. Alguns não conheciam aplicativos ou plataformas como o Google Meet, Zoom, Microsoft Teams, e foram aprendendo durante o seu percurso, muitas vezes, sem apoio da instituição.Submitted by Maria Aparecida (cidazen@gmail.com) on 2022-02-23T14:07:13Z No. of bitstreams: 1 Valdilene de J.2.pdf: 43762674 bytes, checksum: 1be22ccd791bf76e0a96ab5ee5462935 (MD5)Made available in DSpace on 2022-02-23T14:07:13Z (GMT). No. of bitstreams: 1 Valdilene de J.2.pdf: 43762674 bytes, checksum: 1be22ccd791bf76e0a96ab5ee5462935 (MD5) Previous issue date: 2022-01-20application/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM CULTURA E SOCIEDADE/CCHUFMABrasilDEPARTAMENTO DE EDUCAÇÃO II/CCSOEnsino remoto emergencial;Trabalho docente;Tecnologia;Engajamento;Metodologias AtivasEmergency remote teaching;Teaching work;Technology;Engagement;Active MethodologiesAvaliação de Sistemas, Instituições, Planos e Programas EducacionaisTecnologia e trabalho docente: O desafio de engajar alunos no ensino remoto.Technology and teaching work: The challenge of engaging students in teaching remote.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFMAinstname:Universidade Federal do Maranhão (UFMA)instacron:UFMAORIGINALValdilene de J.2.pdfValdilene de J.2.pdfapplication/pdf43762674http://tedebc.ufma.br:8080/bitstream/tede/3491/2/Valdilene+de+J.2.pdf1be22ccd791bf76e0a96ab5ee5462935MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82255http://tedebc.ufma.br:8080/bitstream/tede/3491/1/license.txt97eeade1fce43278e63fe063657f8083MD51tede/34912023-03-28 10:00:27.117oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttps://tedebc.ufma.br/jspui/PUBhttp://tedebc.ufma.br:8080/oai/requestrepositorio@ufma.br||repositorio@ufma.bropendoar:21312023-03-28T13:00:27Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)false |
dc.title.por.fl_str_mv |
Tecnologia e trabalho docente: O desafio de engajar alunos no ensino remoto. |
dc.title.alternative.eng.fl_str_mv |
Technology and teaching work: The challenge of engaging students in teaching remote. |
title |
Tecnologia e trabalho docente: O desafio de engajar alunos no ensino remoto. |
spellingShingle |
Tecnologia e trabalho docente: O desafio de engajar alunos no ensino remoto. SANTOS, Valdilene de Jesus Oliveira Ensino remoto emergencial; Trabalho docente; Tecnologia; Engajamento; Metodologias Ativas Emergency remote teaching; Teaching work; Technology; Engagement; Active Methodologies Avaliação de Sistemas, Instituições, Planos e Programas Educacionais |
title_short |
Tecnologia e trabalho docente: O desafio de engajar alunos no ensino remoto. |
title_full |
Tecnologia e trabalho docente: O desafio de engajar alunos no ensino remoto. |
title_fullStr |
Tecnologia e trabalho docente: O desafio de engajar alunos no ensino remoto. |
title_full_unstemmed |
Tecnologia e trabalho docente: O desafio de engajar alunos no ensino remoto. |
title_sort |
Tecnologia e trabalho docente: O desafio de engajar alunos no ensino remoto. |
author |
SANTOS, Valdilene de Jesus Oliveira |
author_facet |
SANTOS, Valdilene de Jesus Oliveira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
BOTTENTUIT JUNIOR, João Batista |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4828197220419425 |
dc.contributor.referee1.fl_str_mv |
BOTTENTUIT JUNIOR, João Batista |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4828197220419425 |
dc.contributor.referee2.fl_str_mv |
LACERDA, Marcelo de Miranda |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8705977158867837 |
dc.contributor.referee3.fl_str_mv |
RODRIGUES, Sannya Fernanda Nunes |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/5638131664583072 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2015812127482258 |
dc.contributor.author.fl_str_mv |
SANTOS, Valdilene de Jesus Oliveira |
contributor_str_mv |
BOTTENTUIT JUNIOR, João Batista BOTTENTUIT JUNIOR, João Batista LACERDA, Marcelo de Miranda RODRIGUES, Sannya Fernanda Nunes |
dc.subject.por.fl_str_mv |
Ensino remoto emergencial; Trabalho docente; Tecnologia; Engajamento; Metodologias Ativas |
topic |
Ensino remoto emergencial; Trabalho docente; Tecnologia; Engajamento; Metodologias Ativas Emergency remote teaching; Teaching work; Technology; Engagement; Active Methodologies Avaliação de Sistemas, Instituições, Planos e Programas Educacionais |
dc.subject.eng.fl_str_mv |
Emergency remote teaching; Teaching work; Technology; Engagement; Active Methodologies |
dc.subject.cnpq.fl_str_mv |
Avaliação de Sistemas, Instituições, Planos e Programas Educacionais |
description |
The current scenario of pandemic crisis imposed new demands on all sectors, especially on the educational sector, with the diversity of time and space of teaching work, when face-to-face teaching was suspended and remote teaching, mediated by technologies, was implemented for the continuity of the pedagogical process. From this perspective, this study has as its theme the relationship between remote learning, technology and engagement, based on the assumption of a change in methodology to generate student engagement in remote education. Its general objective is: to identify the changes in teaching work during emergency remote teaching in academic productions. Its specific objectives are: to analyze changes in teaching work; verify how teachers contributed to engage students in remote learning; understand how active methodologies can contribute to student engagement. The theoretical framework is based, among others, on the contributions of: Castells (1999); Coutinho (2011); Kenski (2007) Lévy (1996, 1999); Moran, Masetto and Behrens (2000); Schwab (2016); Fredricks, Blumenfeld and Paris (2004); Meyer and Turner (2006); Bacich and Moran (2018); Bottentuit Junior (2019); Camargo and Daros (2018); Fonsêca (2008); Gouveia (2009); Prass (2012); Sousa (2013); Valente (2018); Vygotsky (2002); Zabala (1998); Gil (2002); Cervo, Bervian and Silva (2007). The methodological option was defined as of a qualitative nature, whose initial technical procedure was the bibliographic research, later an exploratory study was carried out, with some teachers. An analysis was also carried out in empirical articles, about the work developed by teachers of basic education in the context of remote teaching, for a better understanding of this research. It was found that one of the main challenges facing the teachers was the lack of knowledge about digital technologies for the continuity of teaching. Some did not know applications or platforms like Google Meet, Zoom, Microsoft Teams, and learned along the way, often without support from the institution. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-02-23T14:07:13Z |
dc.date.issued.fl_str_mv |
2022-01-20 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTOS, Valdilene de Jesus Oliveira. Tecnologia e Trabalho Docente: O desafio de engajar alunos no ensino remoto.. 2022. 134 f. Dissertação (Programa de Pós-Graduação em Cultura e Sociedade/CCH) - Universidade Federal do Maranhão, São Luís, 2022. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/3491 |
identifier_str_mv |
SANTOS, Valdilene de Jesus Oliveira. Tecnologia e Trabalho Docente: O desafio de engajar alunos no ensino remoto.. 2022. 134 f. Dissertação (Programa de Pós-Graduação em Cultura e Sociedade/CCH) - Universidade Federal do Maranhão, São Luís, 2022. |
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https://tedebc.ufma.br/jspui/handle/tede/tede/3491 |
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Universidade Federal do Maranhão |
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Universidade Federal do Maranhão |
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