Ação docente e tecnologias :um olhar sobre a DP Matice

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

This dissertation presents a case study that had the objective to investigate the teachers action at Pontifícia Universidade Católica of Paraná at the interfaces use of a virtual learning environment, entitled Eureka, as from the DP MATICE. The DP MATICE intends to aid students that were in dependence, that is, who failed in any discipline, and who could not attend counter period of classes, with the opportunity to attend a pending discipline with virtual activities by the use of the virtual learning environment, Eureka. Firstly, a theoretical review was done to explore, among other aspects, reflections about the education and the pedagogical practice, supported by authors as Moraes (1998), Morin (2000) and Behrens (2005); collaborative learning, referring to authors as Hegarty, Phelan &Kibride (1998), Alcantara &Behrens (2004) and Barros (1994); distance learning based on authors as Belloni (1999), Levy (1999) and Moran (2002); information and communication technologies, aided, among others, by Perrenoud (2000), Silva (2000) and Cortelazzo (2005); virtual learning environment, citing authors as Matos (2004), Harasim et al. (2005) and Valentini &Soares (2007). After the bibliographical study, the next step consisted of data collection, using the following instruments: questionnaire and log-book. The questionnaire was applied to teachers of the six centers of PUCPR: CCBS, CCET, CCJS, CCSA and CTCH. On the log-book, information was collected through observations of thirty MATICE classes held along the first semester of 2007. Furthermore, data analysis and discussion were done, based on the qualitative approach, as well as on principles of the quantitative approach. In general, the obtained results reveal that some teachers show more conservative characteristics, restringing the use of the virtual learning environment, not exploring a range of methodological strategies that could be done on the interfaces, in this case on the Eureka virtual environment. On the other hand, many teachers created proper methodological strategies of a virtual learning environment, not only limiting to texts reading and exercises accomplishment, but enabling a communication and interaction work among the participants in the MATICE classrooms.

ASSUNTO(S)

ensino - meios auxiliares ensino à distância tecnologia educacional educational technology distance education educacao teaching intelligent tutoring systems educação - dissertações sistemas tutoriais inteligentes education

ACESSO AO ARTIGO

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