BRINCOLIFE : uma ferramenta para ensino-aprendizagem no curso de Pedagogia

• Ano de defesa: 2018
• Autor(a) principal: CAVALCANTE NETO, Francisco Soares
• Orientador(a): DINIZ, Juliana Regueira Basto
• Banca de defesa: SOUZA, Rodrigo Nonamor Pereira Mariano de, FRANÇA, Sônia Virginia Alves, MENDES NETO, Francisco Milton
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação em Tecnologia e Gestão em Educação a Distância
• Departamento: Unidade Acadêmica de Educação a Distância e Tecnologia
• País: Brasil
• Palavras-chave em Português: Ensino-aprendizagem; Brinquedoteca virtual; Prática docente
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7946

Mankind and its connection models with Knowledge have changed and is constantly evolving. This kind of situation demands renewed pedagogy and new postures, considering the use of Information and Communication Digital Technologies in the educational process. The object of study of Pedagogy as Science is the teaching- learning process. Taking into account the new resources coming from technology development, this process gains spaces of interaction as the virtual toy library. This is a mediating tool in the training process and aims to meet the legal assumption that at a higher level of education one must promote teaching, research, and extension. This study aims to understand the importance of the virtual toy library as a techno- pedagogical resource for learning in the course of Pedagogy. A questionnaire with questions opened to six teachers of a Pedagogy faculty was used as a data collection instrument, and the analysis of the contributions was reflected according to Bardin's analysis. The present research is divided into six chapters, in which the history, importance, contribution and the design of a virtual toy library come together to the interactive factor of this virtualized environment, stimulating new perspectives in the academic community. The contribution of this work is the reflective opportunity to motivate, among other possibilities, the virtualization of learning spaces with the virtual toy library in higher education. The result of this research indicates that the virtual toy library still needs to be more widespread in higher education and that its use in the teaching and learning process supports its pedagogical diversity. It is also intended to introduce Brincolife, a prototype that is the result of the intentionality of this study.