Tecnologias e o ensino remoto emergencial nas discursividades de docentes e discentes do curso de Pedagogia da UFPA
The research is about technologies and Remote Teaching in the discursivities of teachers and students of the Pedagogy Course at the Federal University of Pará, linked to the Faculty of Education of the University Campus of Bragança, offered at the University Campus of Capanema-PA, especially with th...
| Autor principal: | SILVA, Maria Beatriz Ramos da |
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| Grau: | Trabalho de Conclusão de Curso - Graduação |
| Idioma: | por |
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2022
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https://bdm.ufpa.br:8443/jspui/handle/prefix/4356 |
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oai:https:--bdm.ufpa.br:8443:prefix-43562022-09-01T03:05:25Z Tecnologias e o ensino remoto emergencial nas discursividades de docentes e discentes do curso de Pedagogia da UFPA SILVA, Maria Beatriz Ramos da SOUZA, Ana Paula Vieira e http://lattes.cnpq.br/8840758628880141 https://orcid.org/0000-0003-3340-1866 Ensino remoto emergencial Tecnologia Adaptação Inclusão digital Emergency remote teaching Technology Adaptation Digital inclusion CNPQ::CIENCIAS HUMANAS::EDUCACAO The research is about technologies and Remote Teaching in the discursivities of teachers and students of the Pedagogy Course at the Federal University of Pará, linked to the Faculty of Education of the University Campus of Bragança, offered at the University Campus of Capanema-PA, especially with the participation of the Pedagogy Class 2017. The main objective is to analyze the discourses of teachers and students regarding the use of technologies as strategies and resources of digital inclusion in the Emergency Remote Teaching classes of the Pedagogy Course. I chose the specific objectives to identify in the speeches of professors the technologies used to offer the curricular component in the ERT; to identify in the students' speeches the perception of digital inclusion in Remote Teaching; to characterize the use of technologies in the ERE by the teachers and students of the Pedagogy Course. The methodological contributions are with authors such as Kenski, Lévy, Moran, Masetto, Behrens, Pretto, who deal with technologies and the use of technological resources as a social democracy of knowledge. And, Dejours who deals with suffering in work ergology, I turn to him to talk about teaching and learning in the ERE as fear, suffering. The approach is qualitative and quantitative because it considers that the two methodologies are complementary to each other, generated by a questionnaire developed in Google Forms to generate data. The results reveal that the coexistence in the composition of the entire period of the ERE, makes it clear that technologies can be aggregated for education, facilitating access from various places, but they need to be used through contexts aimed at the development and articulation of knowledge, improving the pre-established knowledge for better application of its use. It was concluded that the COVID-19 pandemic, together with the Emergency Remote Teaching taught through technologies, caused several difficulties during its journey, from adapting to completing the disciplines, but with the approximation of ICTs, it was feasible to understand how to use them in the context of higher education courses and mainly in the incorporation of methodologies. A pesquisa é sobre as tecnologias e o Ensino Remoto nas discursividades de docentes e discentes do Curso de Pedagogia da Universidade Federal do Pará, vinculado a Faculdade de Educação do Campus Universitário de Bragança, ofertado no Campus Universitário de Capanema-PA, especialmente com a participação da Turma de Pedagogia 2017. O objetivo principal é analisar os discursos de docentes e discentes a respeito do uso de tecnologias como estratégias e recursos da inclusão digital nas aulas do Ensino Remoto Emergencial do Curso de Pedagogia. Elegi os objetivos específicos para identificar nas falas de docentes as tecnologias utilizadas para a oferta do componente curricular no ERE; identificar nas falas de discentes a percepção da inclusão digital no Ensino Remoto; caracterizar o uso das tecnologias no ERE pelos docentes e discentes do Curso de pedagogia. Os aportes metodológicos são com autores e autoras como Kenski, Lévy, Moran, Masetto, Behrens, Pretto, que tratam das tecnologias e do uso de recursos tecnológicos como uma democracia social do conhecimento. E, Dejours que trata do sofrimento na ergologia do trabalho, recorro a ele para falar do ensino e aprendizados no ERE como medo, sofrimento. A abordagem é de cunho qualitativo e quantitativo por considerar que às duas metodologias são complementares entre si, geradas por um questionário elaborado no Google Forms para a geração de dados. Os resultados revelam que a convivência na composição de todo o período do ERE, deixa claro que as tecnologias podem ser agregadas para a educação, facilitando o acesso de vários lugares, mas precisam ser utilizadas por meio de contextos que visem o desenvolvimento e articulação de saberes, aperfeiçoando o conhecimento pré-estabelecido para melhor aplicação de sua utilização. Concluindo-se que a pandemia da COVID-19, junto ao Ensino Remoto Emergencial ministrado por intermédio das tecnologias, acarretou várias dificuldades durante seu percurso, desde a adaptação a conclusão das disciplinas, mas com a aproximação das TICs, foi viável a compreensão de como utilizá-las no contexto dos cursos superiores e principalmente na incorporação meio as metodologias. 2022-08-31T21:27:08Z 2022-08-31T21:27:08Z 2022-06-14 Trabalho de Conclusão de Curso - Graduação SILVA, Maria Beatriz Ramos da. Tecnologias e o ensino remoto emergencial nas discursividades de docentes e discentes do curso de Pedagogia da UFPA. Orientadora: Ana Paula Vieira e Souza. 2022. 73 f. Trabalho de Conclusão de Curso (Graduação em Pedagogia) – Faculdade de Educação. Campus Universitário de Bragança, Universidade Federal do Pará, Capanema-PA, 2022. Disponível em: https://bdm.ufpa.br:8443/jspui/handle/prefix/4356. Acesso em: . https://bdm.ufpa.br:8443/jspui/handle/prefix/4356 por Acesso Aberto |
| institution |
Biblioteca Digital de Monografias - UFPA |
| collection |
MonografiaUFPA |
| language |
por |
| topic |
Ensino remoto emergencial Tecnologia Adaptação Inclusão digital Emergency remote teaching Technology Adaptation Digital inclusion CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| spellingShingle |
Ensino remoto emergencial Tecnologia Adaptação Inclusão digital Emergency remote teaching Technology Adaptation Digital inclusion CNPQ::CIENCIAS HUMANAS::EDUCACAO SILVA, Maria Beatriz Ramos da Tecnologias e o ensino remoto emergencial nas discursividades de docentes e discentes do curso de Pedagogia da UFPA |
| topic_facet |
Ensino remoto emergencial Tecnologia Adaptação Inclusão digital Emergency remote teaching Technology Adaptation Digital inclusion CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| description |
The research is about technologies and Remote Teaching in the discursivities of teachers and students of the Pedagogy Course at the Federal University of Pará, linked to the Faculty of Education of the University Campus of Bragança, offered at the University Campus of Capanema-PA, especially with the participation of the Pedagogy Class 2017. The main objective is to analyze the discourses of teachers and students regarding the use of technologies as strategies and resources of digital inclusion in the Emergency Remote Teaching classes of the Pedagogy Course. I chose the specific objectives to identify in the speeches of professors the technologies used to offer the curricular component in the ERT; to identify in the students' speeches the perception of digital inclusion in Remote Teaching; to characterize the use of technologies in the ERE by the teachers and students of the Pedagogy Course. The methodological contributions are with authors such as Kenski, Lévy, Moran, Masetto, Behrens, Pretto, who deal with technologies and the use of technological resources as a social democracy of knowledge. And, Dejours who deals with suffering in work ergology, I turn to him to talk about teaching and learning in the ERE as fear, suffering. The approach is qualitative and quantitative because it considers that the two methodologies are complementary to each other, generated by a questionnaire developed in Google Forms to generate data. The results reveal that the coexistence in the composition of the entire period of the ERE, makes it clear that technologies can be aggregated for education, facilitating access from various places, but they need to be used through contexts aimed at the development and articulation of knowledge, improving the pre-established knowledge for better application of its use. It was concluded that the COVID-19 pandemic, together with the Emergency Remote Teaching taught through technologies, caused several difficulties during its journey, from adapting to completing the disciplines, but with the approximation of ICTs, it was feasible to understand how to use them in the context of higher education courses and mainly in the incorporation of methodologies. |
| author_additional |
SOUZA, Ana Paula Vieira e |
| author_additionalStr |
SOUZA, Ana Paula Vieira e |
| format |
Trabalho de Conclusão de Curso - Graduação |
| author |
SILVA, Maria Beatriz Ramos da |
| title |
Tecnologias e o ensino remoto emergencial nas discursividades de docentes e discentes do curso de Pedagogia da UFPA |
| title_short |
Tecnologias e o ensino remoto emergencial nas discursividades de docentes e discentes do curso de Pedagogia da UFPA |
| title_full |
Tecnologias e o ensino remoto emergencial nas discursividades de docentes e discentes do curso de Pedagogia da UFPA |
| title_fullStr |
Tecnologias e o ensino remoto emergencial nas discursividades de docentes e discentes do curso de Pedagogia da UFPA |
| title_full_unstemmed |
Tecnologias e o ensino remoto emergencial nas discursividades de docentes e discentes do curso de Pedagogia da UFPA |
| title_sort |
tecnologias e o ensino remoto emergencial nas discursividades de docentes e discentes do curso de pedagogia da ufpa |
| publishDate |
2022 |
| url |
https://bdm.ufpa.br:8443/jspui/handle/prefix/4356 |
| _version_ |
1787155030009184256 |
| score |
11.753735 |