Práticas pedagógicas de docentes da educação básica no ensino remoto: ciberespaço e multiletramento
Ano de defesa: | 2022 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal da Paraíba
Brasil Educação Programa de Pós-Graduação em Educação UFPB |
Programa de Pós-Graduação: |
Não Informado pela instituição
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Link de acesso: | https://repositorio.ufpb.br/jspui/handle/123456789/26391 |
Resumo: | In times of a pandemic, new digital tools could be problematized and discussed by teachers in order to adapt and think of them as a didactic means, reorganizing and redirecting the teaching-learning process. In this context, this research aims to analyze pedagogical practices carried out by teachers in the context of cyberspace. These practices were adopted by education professionals who work in the formative itinerary of Languages and their Technologies in a state public school in Paraíba during emergency remote teaching. This study has a qualitative nature, whose methodological course was outlined by the phenomenological method presented by Husserl (1975; 1990; 2006), having as locus a Technical Integral Citizen School of High School located in the state of Paraíba. The technique used for data collection was the interview, using the semi-structured script as an instrument. The research subjects are the teachers of the training itinerary of Languages and their Technologies of that school. As a complementary technique, it was applied documental analyses. The methodology was guided by the theory of Bardin (2011; 2016) through the prism of categorical thematic analysis. In this direction, we seek a theoretical apparatus on cyberspace from the studies of Pierre Levy (1999; 2000; 2077; 2009; 2010) and the works on multiliteracy by Roxane Rojo (2012; 2013). We will discuss Modern Pedagogical Practices in the light of Franco (2015), Sacristán (1999), and Libâneo (2005); Regarding language practices, training itineraries, and general competencies, we will use the BNCC document (2017; 2018) to guide us. After a brief discussion about emergency remote teaching and the new learning spaces, we expose the field research. It is divided into sections that refer to the three forms of phenomenological description - noema, noesis, and eidetic variation, to then begin to analyze the analytical categories and empirical with a careful look, enriching the research with theories that are relevant for a better understanding of our object. Based on the analysis of the categories presented, it is evident that the emergency of remote teaching had some points that were satisfactory for teaching practice. But in some situations, social inequality and the lack of digital inclusion of the students caused negative impacts on the learning process concerning reading, writing, knowledge of the world, production, and textual interpretation. The teachers already observed these difficulties during the return to classes in the hybrid modality. |
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Práticas pedagógicas de docentes da educação básica no ensino remoto: ciberespaço e multiletramentoPrática pedagógica - DocentesEnsino remoto - CiberespaçoEnsino remoto - MultiletramentoEnsino remoto emergencialFerramentas digitaisPedagogical practice - TeachersRemote teaching - CyberspaceRemote teaching - MultiliteracyEmergency remote teachingDigital toolsCNPQ::CIENCIAS HUMANAS::EDUCACAOIn times of a pandemic, new digital tools could be problematized and discussed by teachers in order to adapt and think of them as a didactic means, reorganizing and redirecting the teaching-learning process. In this context, this research aims to analyze pedagogical practices carried out by teachers in the context of cyberspace. These practices were adopted by education professionals who work in the formative itinerary of Languages and their Technologies in a state public school in Paraíba during emergency remote teaching. This study has a qualitative nature, whose methodological course was outlined by the phenomenological method presented by Husserl (1975; 1990; 2006), having as locus a Technical Integral Citizen School of High School located in the state of Paraíba. The technique used for data collection was the interview, using the semi-structured script as an instrument. The research subjects are the teachers of the training itinerary of Languages and their Technologies of that school. As a complementary technique, it was applied documental analyses. The methodology was guided by the theory of Bardin (2011; 2016) through the prism of categorical thematic analysis. In this direction, we seek a theoretical apparatus on cyberspace from the studies of Pierre Levy (1999; 2000; 2077; 2009; 2010) and the works on multiliteracy by Roxane Rojo (2012; 2013). We will discuss Modern Pedagogical Practices in the light of Franco (2015), Sacristán (1999), and Libâneo (2005); Regarding language practices, training itineraries, and general competencies, we will use the BNCC document (2017; 2018) to guide us. After a brief discussion about emergency remote teaching and the new learning spaces, we expose the field research. It is divided into sections that refer to the three forms of phenomenological description - noema, noesis, and eidetic variation, to then begin to analyze the analytical categories and empirical with a careful look, enriching the research with theories that are relevant for a better understanding of our object. Based on the analysis of the categories presented, it is evident that the emergency of remote teaching had some points that were satisfactory for teaching practice. But in some situations, social inequality and the lack of digital inclusion of the students caused negative impacts on the learning process concerning reading, writing, knowledge of the world, production, and textual interpretation. The teachers already observed these difficulties during the return to classes in the hybrid modality.NenhumaEm tempos de pandemia, novas ferramentas digitais puderam ser problematizadas e discutidas, com o objetivo de adaptá-las e pensá-las como meio didático, a fim de reorganizar e redirecionar o processo de ensino-aprendizagem. A presente pesquisa tem como objetivo analisar as práticas pedagógicas, no contexto do ciberespaço e multiletramento, de docentes que atuam no itinerário formativo de Linguagens e suas Tecnologias em uma escola pública estadual da Paraíba durante o ensino remoto emergencial. Este estudo é de natureza qualitativa, cujo percurso metodológico foi delineado pelo método fenomenológico apresentado por Husserl (1975; 1990; 2006), tendo como lócus uma Escola Cidadã Integral Técnica de Ensino Médio, localizada no interior do estado da Paraíba. A técnica utilizada para a coleta de dados foi a entrevista, tendo como instrumento o roteiro semiestruturado, cujos sujeitos da pesquisa são os docentes do itinerário formativo de Linguagens e suas Tecnologias da referida escola. Como técnica complementar, utilizamos a análise documental. A metodologia de análise dos dados foi norteada pela teoria de Bardin (2011; 2016), no prisma da análise temática categorial. Nessa direção, buscamos um aparato teórico sobre ciberespaço aos ensinamentos de Pierre Levy (1999; 2000; 2077; 2009; 2010) e sobre o multiletramento de Roxane Rojo (2012; 2013); sobre as Práticas Pedagógicas Modernas discorreremos amparados em Franco (2015), Sacristán (1999) e Libâneo (2005); quanto às práticas de linguagens, os itinerários formativos e as competências gerais faremos uso do documento da BNCC (2017; 2018) para nos nortearmos. Após uma breve discussão sobre o ensino remoto emergencial e os novos espaços de aprendizagem, expomos a pesquisa de campo que está dividida em seções que remetem às três formas de descrição fenomenológica – noema, noese e variação eidética, para então começar a analisar as categorias analíticas e empíricas com olhar criterioso, enriquecendo a pesquisa com teorias que são pertinentes para uma melhor compreensão do nosso objeto. Assim, a partir da análise das categorias apresentadas, evidencia-se que, apesar de o ensino remoto emergencial ter sido, em alguns pontos, satisfatório para a prática docente e em algumas situações, a desigualdade social e a falta de inclusão digital por parte principalmente dos discentes, ocasionou impactos negativos no processo de aprendizagem no que se refere à leitura, à escrita, ao conhecimento de mundo, à produção e interpretação textual, que já estão sendo constatados com o retorno às aulas na modalidade híbrida.Universidade Federal da ParaíbaBrasilEducaçãoPrograma de Pós-Graduação em EducaçãoUFPBPalhano, Tânia Rodrigueshttp://lattes.cnpq.br/8144016634327801Santos, Maria Porcina de Macedo2023-03-07T13:19:06Z2022-12-202023-03-07T13:19:06Z2022-12-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/26391porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2023-05-22T12:32:03Zoai:repositorio.ufpb.br:123456789/26391Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2023-05-22T12:32:03Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Práticas pedagógicas de docentes da educação básica no ensino remoto: ciberespaço e multiletramento |
title |
Práticas pedagógicas de docentes da educação básica no ensino remoto: ciberespaço e multiletramento |
spellingShingle |
Práticas pedagógicas de docentes da educação básica no ensino remoto: ciberespaço e multiletramento Santos, Maria Porcina de Macedo Prática pedagógica - Docentes Ensino remoto - Ciberespaço Ensino remoto - Multiletramento Ensino remoto emergencial Ferramentas digitais Pedagogical practice - Teachers Remote teaching - Cyberspace Remote teaching - Multiliteracy Emergency remote teaching Digital tools CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Práticas pedagógicas de docentes da educação básica no ensino remoto: ciberespaço e multiletramento |
title_full |
Práticas pedagógicas de docentes da educação básica no ensino remoto: ciberespaço e multiletramento |
title_fullStr |
Práticas pedagógicas de docentes da educação básica no ensino remoto: ciberespaço e multiletramento |
title_full_unstemmed |
Práticas pedagógicas de docentes da educação básica no ensino remoto: ciberespaço e multiletramento |
title_sort |
Práticas pedagógicas de docentes da educação básica no ensino remoto: ciberespaço e multiletramento |
author |
Santos, Maria Porcina de Macedo |
author_facet |
Santos, Maria Porcina de Macedo |
author_role |
author |
dc.contributor.none.fl_str_mv |
Palhano, Tânia Rodrigues http://lattes.cnpq.br/8144016634327801 |
dc.contributor.author.fl_str_mv |
Santos, Maria Porcina de Macedo |
dc.subject.por.fl_str_mv |
Prática pedagógica - Docentes Ensino remoto - Ciberespaço Ensino remoto - Multiletramento Ensino remoto emergencial Ferramentas digitais Pedagogical practice - Teachers Remote teaching - Cyberspace Remote teaching - Multiliteracy Emergency remote teaching Digital tools CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Prática pedagógica - Docentes Ensino remoto - Ciberespaço Ensino remoto - Multiletramento Ensino remoto emergencial Ferramentas digitais Pedagogical practice - Teachers Remote teaching - Cyberspace Remote teaching - Multiliteracy Emergency remote teaching Digital tools CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
In times of a pandemic, new digital tools could be problematized and discussed by teachers in order to adapt and think of them as a didactic means, reorganizing and redirecting the teaching-learning process. In this context, this research aims to analyze pedagogical practices carried out by teachers in the context of cyberspace. These practices were adopted by education professionals who work in the formative itinerary of Languages and their Technologies in a state public school in Paraíba during emergency remote teaching. This study has a qualitative nature, whose methodological course was outlined by the phenomenological method presented by Husserl (1975; 1990; 2006), having as locus a Technical Integral Citizen School of High School located in the state of Paraíba. The technique used for data collection was the interview, using the semi-structured script as an instrument. The research subjects are the teachers of the training itinerary of Languages and their Technologies of that school. As a complementary technique, it was applied documental analyses. The methodology was guided by the theory of Bardin (2011; 2016) through the prism of categorical thematic analysis. In this direction, we seek a theoretical apparatus on cyberspace from the studies of Pierre Levy (1999; 2000; 2077; 2009; 2010) and the works on multiliteracy by Roxane Rojo (2012; 2013). We will discuss Modern Pedagogical Practices in the light of Franco (2015), Sacristán (1999), and Libâneo (2005); Regarding language practices, training itineraries, and general competencies, we will use the BNCC document (2017; 2018) to guide us. After a brief discussion about emergency remote teaching and the new learning spaces, we expose the field research. It is divided into sections that refer to the three forms of phenomenological description - noema, noesis, and eidetic variation, to then begin to analyze the analytical categories and empirical with a careful look, enriching the research with theories that are relevant for a better understanding of our object. Based on the analysis of the categories presented, it is evident that the emergency of remote teaching had some points that were satisfactory for teaching practice. But in some situations, social inequality and the lack of digital inclusion of the students caused negative impacts on the learning process concerning reading, writing, knowledge of the world, production, and textual interpretation. The teachers already observed these difficulties during the return to classes in the hybrid modality. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-20 2022-12-25 2023-03-07T13:19:06Z 2023-03-07T13:19:06Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/26391 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/26391 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
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UFPB |
institution |
UFPB |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFPB |
collection |
Biblioteca Digital de Teses e Dissertações da UFPB |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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diretoria@ufpb.br|| diretoria@ufpb.br |
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