Apropriações dos recursos audiovisuais pelos professores do ensino médio do município de Rio Verde-GO

• Ano de defesa: 2009
• Autor(a) principal: Veloso, Magna Eutimia Ferreira Lacerda
• Orientador(a): Peixoto, Joana
• Banca de defesa: Tiballi, Elianda Figueiredo Arantes , Toschi, Mirza Seabra
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Práticas pedagógicas no Ensino Médio; recursos audiovisuais no Ensino Médio; apropriação; mediação; concepção sociotécnica.
• Palavras-chave em Inglês: High School Pedagogical Practices; audiovisual resources in High School; appropriation; mediation; sociotechnical conception.
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucgoias.edu.br/handle/tede/1254

This study was done based on the research line Education Theories and Educational processes, Post-Graduation Program in Education from Universidade Católica de Goiás, having as a goal to investigate the ways audiovisual resources are appropriated and mediated by High School teachers in the city of Rio Verde, in the State of Goiás. In order to develop it, some questions were used as a guide, like the following important ones: What kind of formation does High School teacher have to work with audiovisual resources? What are the criteria adopted to select resources which are used? Sociotechnical Approach validates the present study, indicating appropriation and mediation categories to analyze audiovisual resources use in class (BELLONI, 2001, 2002; CARDON, 2005; FEENBERG, 2003; MENDONÇA, 2009; PEIXOTO, 2007, 2008; PRETTO, 1996; PRETTO; LIMA JÚNIOR, 2005; RÜDIGER, 2002; SANTOS, 2005; TOSCHI, 2002, 2007; VYGOTSKY, 1991). In order to contemplate the research goals, an ethnography type study was done (ANDRÉ, 2005; LÜDKE; ANDRÉ, 1986), with the adoption of the following data collection tools: class observation, open questionnaire and document analysis. The results indicate that teacher perception is still marked by a naive vision of the resources use. In agreement with the appropriation way identified in the corpus of this study, the mediation ways will point out the predominance of an instrumental vision, which attributes to the environment the function of a mere appendix. We also highlighted the need of teacher formation and a formation pattern that integrates techniques, communication and pedagogy.