Trilhas de formação continuada na modalidade a distância: pesquisas e diretrizes para orientar docentes da rede básica de ensino

• Ano de defesa: 2024
• Autor(a) principal: Mota, Susana da Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/001300001b7x0
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Tecnologias Educacionais em Rede; Centro de Educação
• Palavras-chave em Português: Diretrizes; Trilhas de formação; Formação continuada; Tecnologias; Modalidade a distância; Guidelines; Training trails; Continuing education; Technologies; Distance learning; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/32986

Society has evolved significantly in the various areas of knowledge, along with the technologies available to use in our daily activities. In Education, this evolution should be no different. However, interdisciplinary literature shows that the integration of technologies needs to become more effective in pedagogical practices. In this way, we understand that there is an urgent need for continuing teacher training alternatives to encourage the integration of technologies in teaching to meet the new demands of the school context. Given this, our research question is: What guidelines can guide the provision of continuing teacher training programs to foster the integration of educational technologies in the teaching and learning processes of teachers working in the Basic Educational System? This study is linked to the Management of Educational Technologies in Networks research line of the Postgraduate Programme in Educational Technologies in Networks at the Federal University of Santa Maria, and its general objective is to investigate training trails as an alternative to instigate continuing teacher training and the integration of educational technologies into teaching practices. To do this, the specific objectives are: a) To describe previous research in the interdisciplinary area with focus on continuing education trails; b) To identify the teacher community in Rio Grande do Sul to participate in continuing teacher education in the form of trails; c) To investigate themes to support the design of teacher education trails to be offered in training processes through extension courses by LabEOn; d) To draw up guidelines to support continuing education trails in the distance modality based on interests identified by the target audience. To achieve this, we sought theoretical grounding in consolidated literature in the interdisciplinary area of Educational Technologies in Networking, education and social sciences, based on studies by Wulf (2005); Brum (2014); Durkheim (2011), Weber (2004), Marx and Engels (2021); Bourdieu (2007); Nóvoa (1992; 1999; 2012); Freire (1996; 2015; 2000); Tardif (2014); Czeszak and Mattar (2020), Toebe (2016); Stano (2017); Reis (2010; 2021); Lasakoswitsck, Custódio and Rosa (2022), among others. This is an exploratory, applied, and qualitative study, with application of two questionnaires as data collection instruments to carry out the case study. The results indicate the interest of the primary school teaching community in taking part in distance learning continuing education programs, seeking to discuss topics such as active methodologies, learning methodologies with the integration of digital technologies, and game-based learning. Analyzing the results also made it possible to plan a technological product in the form of guidelines, which we have named the CCoPER@R Trail, which presents guidelines for future research and courses that could be proposed through extension actions to offer training trails using educational technologies in a network, highlighting the importance of considering the context and interests of teachers, to plan and prepare courses and digital materials that will be carried out by them, through actions that encourage reflection and the recycling of knowledge.