Processos de aprendizagem e auto(trans)formação docente em ambiente digital imersivo (ADI): convergência e novas coreografias no ensino superior

• Ano de defesa: 2018
• Autor(a) principal: Roza, Marcelo Pedroso da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/001300000cj15
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Ambiência imersiva educacional; Formação docente; Ensino imersivo; Ensino superior; Immersive educational environment; Teacher training; Immersive teaching; Higher education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/16254

This thesis presents as a theme the paths of teaching in Immersive Digital Environment, being linked to the Research Line: Training, Knowledge and Professional Development of the Postgraduate Program in Education (PPGE) of the Federal University of Santa Maria (UFSM). The main objective of the research was to analyze how the processes of teacher self-transformation in virtual immersive digital media learning (ADI) are taught. The research had a qualitative approach, starting from an experience in the classroom in Immersion, with the use of an immersive system developed in the opensim during the studies and as a tool was used a mash of methodologies, between the Research-Training and the Dialogical Circles Investigative -Formatives. In the construction of the conceptual matrix, we highlight softwares who work with the teaching knowledge, ambience, and immersive teaching. Thus, it is considered that this thesis contributes to show that the process of teacher self (trans) formation is also established in an ADI and by this determine which elements constitute the pedagogical ambience in the immersive digital world, seek to answer how the teacher effective the relationship between pedagogical and technological knowledge in teaching / learning situations in the digital pedagogical environment and record how the experiences of teachers in a teaching / learning situation in the digital pedagogical environment. As a result, we present the definition of a methodology called Mash Investigative Formative, the description of the elements that make up an Immersive Educational Environment, the trajectory of Self (trans) formation of the teachers involved and the mapping of the knowledge accessed during the process.