Currículo, narrativas digitais e formação de professores: Experiências da pós-graduação à escola

• Rodrigues, Alessandra ^[1] ; de Almeida, Maria Elizabeth Bianconcini ^[2] ; Valente, José Armando ^[3]
  1. [1] Universidade Federal de Itajubá

     Universidade Federal de Itajubá

     Brasil

     
  2. [2] Pontifícia Universidade Católica de São Paulo

     Pontifícia Universidade Católica de São Paulo

     Brasil

     
  3. [3] Universidade Estadual de Campinas

     Universidade Estadual de Campinas

     Brasil

     

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• Localización: Revista Portuguesa de Educação, ISSN-e 2183-0452, ISSN 0871-9187, Vol. 30, Nº. 1, 2017
• Idioma: portugués
• Títulos paralelos:
  • Curriculum, digital narratives and teacher training: from graduate to school experiences
• Enlaces
  • Texto completo
• Resumen
  • English

    Training teachers to integrate technology into the curriculum in different educational contexts was the focus of this study, which aimed to understand how the development of digital narratives contributed to this training. Educators investigated were master’s students of a Graduate Program in Science Teaching at a Brazilian public university and were also classroom teachers in various educational levels. The learning strategy was based on the development of digital narratives. The data in this research were collected through an electronic questionnaire administered to the subjects. The results indicate: a) changes in the way the graduate students came to understand the pedagogical practice that they developed; b) learning related to the production of digital narratives and its recontextualized application in different subjects taught by the students; c) perception, by the subject, of the digital narratives’ educational potential.Keywords: Educational technologies; Learning; Teaching practice; Science education

  • português

    A formação de educadores para a integração das tecnologias ao currículo em diferentes contextos educacionais foi o foco deste estudo, que teve como objetivo entender como o desenvolvimento de narrativas digitais contribuiu para essa formação. Os educadores investigados eram mestrandos de um Programa de Pós-Graduação em Ensino de Ciências de uma universidade pública brasileira que atuavam também como professores em diversos níveis de ensino. A estratégia de aprendizagem foi baseada no desenvolvimento de narrativas digitais. Os dados desta investigação foram coletados por meio de questionário eletrônico aplicado aos sujeitos. Os resultados da pesquisa indicam: a) mudanças na maneira como os mestrandos passaram a entender a prática pedagógica que desenvolvem; b) aprendizagens relacionadas com a produção de narrativas digitais e com sua aplicação recontextualizada em diferentes disciplinas ministradas pelos mestrandos; c) percepção, pelos sujeitos, do potencial educacional das narrativas digitais.Palavras-chave: Tecnologias educacionais; Aprendizagem; Prática pedagógica; Ensino de Ciências. ABSTRACTTraining teachers to integrate technology into the curriculum in different educational contexts was the focus of this study, which aimed to understand how the development of digital narratives contributed to this training. Educators investigated were master’s students of a Graduate Program in Science Teaching at a Brazilian public university and were also classroom teachers in various educational levels. The learning strategy was based on the development of digital narratives. The data in this research were collected through an electronic questionnaire administered to the subjects. The results indicate: a) changes in the way the graduate students came to understand the pedagogical practice that they developed; b) learning related to the production of digital narratives and its recontextualized application in different subjects taught by the students; c) perception, by the subject, of the digital narratives’ educational potential.Keywords: Educational technologies; Learning; Teaching practice; Science education