Tecnologias educacionais na aprendizagem baseada em projetos no contexto das classes multisseriadas

• Ano de defesa: 2023
• Autor(a) principal: Wollmann, Aline Brocardo
• Orientador(a): Rocha, Karla Marques da
• Banca de defesa: Rela, Eliana, Cardonetti, Vivien Kelling
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Tecnologias Educacionais em Rede
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Tecnologias digitais; Metodologias ativas; Aprendizagem baseada em projetos; Classes multisseriadas
• Palavras-chave em Inglês: Digital technologies; Active methodologies; Project-based learning; Multigrade class
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/29846

The constant technological innovations, the ease of access, storage, production and sharing of information, generate cultural habits and enable new ways of communicating, teaching and learning. In the school educational scenario, this reality challenges the various segments to take ownership of the transformations and innovate their practices. The present study, linked to the Post-Graduate Program in Networked Educational Technologies, Professional Master's Degree in the Research Line Development of Networked Educational Technologies at UFSM/RS, aims to analyze the process of integration of digital technologies in the enhancement of Project-Based Learning in a multigrade classroom of the Early Years of Elementary School. It is characterized by a qualitative research through action research procedures. It is based, among other authors, on the ideas of cyberspace by Pierre Lévy, on active methodologies by José Moran and Lilian Bacich. Based on William Bender's studies on Project-Based Learning, it proposes the combination of methodologies and technologies in offline and online activities, with the support of Google tools for Education, integrated to the construction of knowledge. It was found that digital technologies in PBL contribute to active learning as they enhance access to information, communication and authorship/co-authorship in valuing the heterogeneity of the environment in which they live. The experiences of a multigrade class with spaces, strategies and cultures in a hybrid way can contribute to the development of skills necessary for interaction in virtual environments and spaces. As a final product, a didactic material was elaborated in Portfolio format with the records of the collaborative research productions, systematizing and sharing the constructions, (re)constructions, resignifications that may, therefore, enable new contributions to the school and scientific community.