Tecnologias digitais de informação e comunicação no processo de ensino do curso de licenciatura em letras da Universidade do Estado do Amapá (UEAP)
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Data
2020-08
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Orientador
Schuck, Rogério José
Banca
Martins, Silvana Neumann
Neuenfeldt, Derli Juliano
Seibt, Cezar Luís
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O intenso uso de tecnologias digitais de informação e comunicação (TDICs), que perpassa e impacta todas as atividades humanas, é uma realidade inafastável da contemporaneidade. Essa é uma temática, portanto, que merece grande atenção daqueles que se interessam por educação. Assim, esta pesquisa constitui um movimento interpretativo de como essas tecnologias têm sido integradas aos processos de ensino e dos efeitos dessa integração. Ela visa compreender como as TDICs estão sendo incorporadas pelos docentes ao processo de ensino do Curso de Letras da Universidade do Estado do Amapá (UEAP), e tem como objetivos específicos: verificar e analisar a presença dessas tecnologias no Projeto Pedagógico do Curso; compreender as concepções dos professores acerca dessas tecnologias e de como o seu uso pode influenciar o processo de ensino; apontar as principais TDICs utilizadas, como os professores as têm empregado em suas disciplinas e analisar a percepção dos licenciandos desse uso feito pelos docentes. O percurso metodológico adotado baseou- se nos fundamentos da pesquisa qualitativa, nos pressupostos do estudo de tipo descritivo e nos princípios da hermenêutica filosófica, delineando-se como um estudo de caso. Para a realização desta investigação, foram feitas entrevistas semiestruturadas com docentes e discentes do Curso de Letras da UEAP, além de uma análise documental do PPC do Curso. Os dados coletados foram analisados à luz da Análise Textual Discursiva. Do PPC, interpretou-se que nele é reconhecida a importância do uso e do estudo das TDICs na formação ofertada pelo Curso. Da entrevista com os docentes, compreendeu-se que eles, em geral, concebem essas tecnologias como meios do contexto educativo, consideram que elas impactam o processo de ensino de maneira fortemente positiva e veem os áudios e vídeos prontos como as tecnologias que mais utilizam. Já das entrevistas com os acadêmicos, constatou-se que eles percebem o Datashow como principal tecnologia utilizada pelos docentes e que possuem uma visão mais crítica com relação aos impactos do uso de TDICs sobre o ensino e à capacidade de manuseio desses artefatos demonstrada por seus professores.
The intense use of digital information and communication technologies (DICTs), which permeates and impacts all human activities, it is an ingrained reality of contemporary times. This is a theme, therefore, that deserves great attention from those who are interested in education. Thus, this research is an interpretative movement of how these technologies have been integrated into the teaching processes and the effects obtained in this integration. It aims, more specifically, to understand how DICTs, have been incorporated by professors in the teaching process of the Linguistic Course at the University of the State of Amapá (UEAP), in which the specific objectives are: to verify and analyze the presence of these technologies in the Pedagogic Project of the Course; to observe and understand teachers' conceptions about these technologies and how their use can influence the teaching process; to point out the most DICTs used, how teachers have been using them in their disciplines and analyze the perception of the graduation students of this usage by their professors. The methodological path adopted is based on the foundations of qualitative research, on the assumptions of the descriptive study and on the principles of philosophical hermeneutics, outlining them as a case study. To make this investigation, semi-structured interviews were carried out with professors and students from UEAP Linguistic Course, in addition to a documentary analysis of the Course PPC. The collected data were analyzed using the Discursive Textual Analysis. In the PPC analysis, it was interpreted that it is shown in it the importance of the usage and study of DICTs. From the professor’s interviews, we understand that they, in general, conceive of these technologies as media in the educational context, they consider that technologies impact the teaching process in a highly positive and efficient way and see videos and audios as the most used techniques for them. By the interview conducted with the graduation students, it is shown that they perceived the projector as the main technology used by the professors and that they have a more critical view regarding the effects of the use of DICTs on teaching and the ability to handle these artifacts demonstrated by their professors.
The intense use of digital information and communication technologies (DICTs), which permeates and impacts all human activities, it is an ingrained reality of contemporary times. This is a theme, therefore, that deserves great attention from those who are interested in education. Thus, this research is an interpretative movement of how these technologies have been integrated into the teaching processes and the effects obtained in this integration. It aims, more specifically, to understand how DICTs, have been incorporated by professors in the teaching process of the Linguistic Course at the University of the State of Amapá (UEAP), in which the specific objectives are: to verify and analyze the presence of these technologies in the Pedagogic Project of the Course; to observe and understand teachers' conceptions about these technologies and how their use can influence the teaching process; to point out the most DICTs used, how teachers have been using them in their disciplines and analyze the perception of the graduation students of this usage by their professors. The methodological path adopted is based on the foundations of qualitative research, on the assumptions of the descriptive study and on the principles of philosophical hermeneutics, outlining them as a case study. To make this investigation, semi-structured interviews were carried out with professors and students from UEAP Linguistic Course, in addition to a documentary analysis of the Course PPC. The collected data were analyzed using the Discursive Textual Analysis. In the PPC analysis, it was interpreted that it is shown in it the importance of the usage and study of DICTs. From the professor’s interviews, we understand that they, in general, conceive of these technologies as media in the educational context, they consider that technologies impact the teaching process in a highly positive and efficient way and see videos and audios as the most used techniques for them. By the interview conducted with the graduation students, it is shown that they perceived the projector as the main technology used by the professors and that they have a more critical view regarding the effects of the use of DICTs on teaching and the ability to handle these artifacts demonstrated by their professors.
Descrição
Palavras-chave
TDICs; Ensino; Ensino Superior; DICTs; Teaching; University Education
Citação
MORAIS, Alex Nery. Tecnologias digitais de informação e comunicação no processo de ensino do curso de licenciatura em letras da Universidade do Estado do Amapá (UEAP). 2020. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 31 ago. 2020. Disponível em: http://hdl.handle.net/10737/2918.