Do tablado ao teclado: relação entre novas tecnologias, arranjos espaciais e práticas pedagógicas em ambientes de aprendizagem

• Ano de defesa: 2012
• Autor(a) principal: Assis, Thaís Reis de
• Orientador(a): Tibúrcio, Túlio Márcio de Salles
• Banca de defesa: Passos, Frederico José Vieira , Carvalho, Aline Werneck Barbosa de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Viçosa
• Programa de Pós-Graduação: Mestrado em Arquitetura e Urbanismo
• Departamento: Planejamento e Avaliação do Espaço Construído
• País: BR
• Palavras-chave em Português: Ambiente de aprendizagem; Novas tecnologias; Arranjos espaciais; Práticas pedagógicas
• Palavras-chave em Inglês: Learning environment; New technologies; Spatial arrangements; Pedagogical practices
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS::ARQUITETURA E URBANISMO::TECNOLOGIA DE ARQUITETURA E URBANISMO
• Link de acesso: http://locus.ufv.br/handle/123456789/2190

This research investigates the relationship between new technologies, spatial arrangements and pedagogical practices in learning environments, focusing in spatiality of Distance Education. The issue of the classroom space and the cyberspace was studied, combining architecture and pedagogical practice. The physical and virtual spaces used by the distance learning course in Mathematics offered by the Federal University of Viçosa were chosen as the object of analysis. To understand the users profile of this spatiality, two questionnaires were developed and applied. The physical space in this case, the support poles - was investigated with regard to its structure, user perception by means of questionnaires and on-site visit to the town of Bicas in Minas Gerais. In the virtual space PVANET - an analysis of the interface Fórum was carried out by reading messages, webs of interaction generated by AGNA software and user opinion through questionnaire. The results obtained allow us to diagnose the heterogeneous profile of the students regarding age, education, knowledge on computer, profession and the amount of time and period dedicated to thei studies. The architecture and organization of internal spaces of the poles follow a traditional program with no innovations in the structure of this place. The classroom is traditionally structured from furniture to spatial arrangement. The pole is frequented, mainly, for doing exercises and compulsory activities. It is rarely used for activities that are beyond the lectures. The PVANET also had a positive assessment by students. Its use is bound to mandatory and less interactive activities. When interactions occur, in the forum case, they focus on a representative figure that has of knowledge, which is sometimes the professor, sometimes the tutor. The diagnosed interactions occur in a physical classroom, being linked to how the activity is conducted and to the attitude of teachers and students. The research shows that both in the physical space and in the virtual space usage is tied to mandatory activities, less interactive and centered in the relations teacher-student or tutor-student. The architecture of the teaching spaces seems to be not much considered by users as the use and appropriation of space are linked to how educational practice is structured. The school architecture is important because it is the stage of the teaching activities.