Educação profissional, valores e tecnologias: desafios à prática

• Ano de defesa: 2019
• Autor(a) principal: Correia, Cristiane Gonçales
• Orientador(a): Almeida, Maria Elizabeth Bianconcini Trindade Morato Pinto de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Ensino profissional; Valores; Tecnologias da informação e comunicação
• Palavras-chave em Inglês: Tecnologia educacional; Professional education; Values; Information and communication technologies; Educational technology
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://tede2.pucsp.br/handle/handle/22786

The third millennium, being a time shaped by technological advancement, global information and communication, whose influence has brought new ways of thinking and acting from intercultural contact and expansion of knowledge. This diversity of access has changed the form of interpersonal relationships in schools, which has generated conflicts, which is why it is increasingly necessary for the school to enable students to build their own references of social values that favor positive attitudes related to citizenship. , collaboration, ethical and moral principles, responsibility and mutual respect. The purpose of this study is at the Senac São Paulo vocational education institution and at the Senac Santana Educational Unit. If value education is so important for vocational education and ICTs are all the time, our research proposal sought to answer the following problem: how is the use of ICTs in value education in a school? The research develops through the analysis of the pedagogical proposal and the pedagogical political project, explaining the challenges and bringing reflections to subsidize its updating. To answer the central question, the dissertation had as its general objective: to analyze how value education is explicit or not in the scientific literature and in Senac's pedagogical proposal regarding the use of ICTs; and as specific objectives: to identify, in the available literature, the influences of the use of ICTs in the relations between teachers and students and among students focusing on value building; identify the challenges and potentialities in value education with the use of ICTs for vocational students; to analyze how education in values is treated in Senac Santana documents, specifically, in the Pedagogical Proposal and the Pedagogical Political Project with regard to the recommendations regarding the use of ICTs. The present study used as methodology the bibliographic and documentary research. Regarding documentary research, the Senac São Paulo Pedagogical Proposal and the Senac Santana Pedagogical Political Project were used; In the data collection, a search was made for theses and dissertations in the Brazilian Digital Library of Theses and Dissertations. Information on the institution was obtained from the Senac São Paulo website. With the present study it was concluded that if on one hand technologies facilitate daily actions, on the other hand people were not educated to interpret, filter and criticize information. received which leads to interference in values, so the school can contribute to personal and collective development. Although Senac documents mention values, it does not address ICTs as an opportunity for value education. Education in values should provide the subject with self-knowledge, habits of reflection and dialogue for the internalization of values. For this, the teaching methodology must be through frequent experiences and must have involvement of everyone in the school. With regard to vocational education, it must be appropriate to the demands of the labor market and must be integrated with value education and technologies in the curriculum