A utilização pedagógica do celular no Ensino de Geografia por meio do trabalho colaborativo entre orientador educacional e uma professora
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Data
2023-12
Autores
Orientador
Quartieri, Marli Teresinha
Banca
Amado, Nélia Pontes
Kliemann, Geovana Luiza
Martins, Silvana Neumann
Título do periódico
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Resumo
Desde 1924, as atribuições dos orientadores educacionais vêm se transformando no Brasil, deixando de ser um trabalho exclusivo com alunos e famílias, para agregar ações pedagógicas junto aos professores, com a preocupação voltada também aos processos de ensino e de aprendizagem. Nesta dissertação, objetivou-se investigar como o trabalho colaborativo entre uma professora e um orientador educacional pode promover a utilização pedagógica do celular no ensino de geografia – ambos sujeitos principais da pesquisa. Com características qualitativas e proximidades com estudo de caso, as discussões teóricas pautaram-se nos seguintes eixos norteadores: trabalho colaborativo e a relação de mentoring e a orientação educacional; utilização pedagógica das tecnologias móveis; ensino de Geografia e suas orientações curriculares. Os instrumentos de coleta de dados utilizados foram os registros no diário de itinerância, gravações de áudio, entrevista semiestruturada e observação participante, analisados de maneira descritiva, cronológica e interpretativa. As práticas pedagógicas ocorreram numa turma de 6º ano de uma escola municipal de Santa Cruz do Sul – RS, por meio de três ciclos, envolvendo a figura do mentor (orientador educacional) e da mentorada (professora de Geografia). Em cada um dos ciclos ocorreu planejamento, implementação e reflexão, com o intuito de desenvolver atividades pedagógicas usando o celular com foco nos aplicativos Google Maps, Clima & Radar e Google Earth. Os resultados apontaram que a relação de mentoring entre os sujeitos envolvidos proporcionou ajuda mútua, respeito, confiança e o aprender com o outro. Superaram-se dificuldades conjuntamente, sobretudo, a de encontrar aplicativos para alinhá-los com algum tema de aula e buscar estratégias para diminuir as dúvidas dos alunos nas atividades. Com relação à utilização pedagógica da tecnologia nesse processo, proximidades com duas delas foram observadas: a centrada no aluno, na medida em que os estudantes puderam investigar e analisar dinâmicas relativas a paisagens históricas e condições de monitoramento instantâneo do tempo, em lugares de sua realidade, colaborando com o ensino de Geografia ao colocar os estudantes numa posição ativa. Já na centrada no professor, os alunos, passivos, observaram como manipular os aplicativos, por meio de vídeos tutoriais, o que contribuiu positivamente para a diminuição das dúvidas deles. O estudo apontou a possibilidade de usar o celular em aula, articulando aplicativos com objetos de conhecimentos, objetivos, habilidades, metodologias e avaliação. Assim, as práticas vivenciadas sinalizam uma continuidade futura no fazer pedagógico do orientador educacional, principalmente, quanto ao mentoring e o trabalho colaborativo em intervenções com os docentes, considerando os feedbacks positivos da professora de Geografia, tais como, maior tranquilidade e autonomia ao longo das práticas e o relato de que voltará a utilizar/aprimorar o uso dos aplicativos em aulas futuras.
Since 1924, the attributions of educational advisors have been transformed in Brazil, ceasing to be an exclusive work with students and families, to add pedagogical actions with teachers, with the concern also focused on the teaching and learning processes. This dissertation aimed to investigate how collaborative work between a teacher and an educational advisor can promote the pedagogical use of cell phones in geography teaching - both main subjects of the research. With qualitative characteristics and proximity to a case study, the theoretical discussions were based on the following guiding axes: collaborative work and the relationship of mentoring and educational guidance; pedagogical use of mobile technologies; teaching of geography and its curricular orientations. The data collection instruments used were the records in the teaching diary, audio recordings, semi-structured interviews and participant observation, analyzed in a descriptive, chronological and interpretative manner. The pedagogical practices took place in a 6th year class at a municipal school in Santa Cruz do Sul – RS, through three cycles, involving the figure of the mentor (educational advisor) and the mentee (Geography teacher). In each of the cycles, planning, implementation and reflection took place, with the aim of developing pedagogical activities using the cell phone with a focus on the Google Maps, Weather & Radar and Google Earth applications. The results showed that the mentoring relationship between the subjects involved provided mutual help, respect, trust and learning from each other. Difficulties were overcome together, especially in finding applications and aligning them with some class theme, and seeking strategies to reduce students' doubts during the activities. Regarding the pedagogical use of technology in this process, similarities with two of them were observed: the student-centered one, to the extent that students were able to investigate and analyze dynamics related to historical landscapes and conditions of instantaneous monitoring of time, in places of their reality, collaborating with the teaching of geography by placing students in an active position. On the other hand, in the teacher-centered group, the passive students observed how to manipulate the applications through tutorial videos, which contributed positively to the reduction of their doubts. The study pointed out the possibility of using the cell phone in class, articulating applications with objects of knowledge, objectives, skills, methodologies, and evaluation. Thus, the practices experienced signal a future continuity in the pedagogical practice of the educational advisor, especially regarding mentoring and collaborative work in interventions with teachers, considering the positive feedbacks of the geography teacher, such as greater tranquility and autonomy throughout the practices and the report that she will return to use/improve the use of the applications in future classes.
Since 1924, the attributions of educational advisors have been transformed in Brazil, ceasing to be an exclusive work with students and families, to add pedagogical actions with teachers, with the concern also focused on the teaching and learning processes. This dissertation aimed to investigate how collaborative work between a teacher and an educational advisor can promote the pedagogical use of cell phones in geography teaching - both main subjects of the research. With qualitative characteristics and proximity to a case study, the theoretical discussions were based on the following guiding axes: collaborative work and the relationship of mentoring and educational guidance; pedagogical use of mobile technologies; teaching of geography and its curricular orientations. The data collection instruments used were the records in the teaching diary, audio recordings, semi-structured interviews and participant observation, analyzed in a descriptive, chronological and interpretative manner. The pedagogical practices took place in a 6th year class at a municipal school in Santa Cruz do Sul – RS, through three cycles, involving the figure of the mentor (educational advisor) and the mentee (Geography teacher). In each of the cycles, planning, implementation and reflection took place, with the aim of developing pedagogical activities using the cell phone with a focus on the Google Maps, Weather & Radar and Google Earth applications. The results showed that the mentoring relationship between the subjects involved provided mutual help, respect, trust and learning from each other. Difficulties were overcome together, especially in finding applications and aligning them with some class theme, and seeking strategies to reduce students' doubts during the activities. Regarding the pedagogical use of technology in this process, similarities with two of them were observed: the student-centered one, to the extent that students were able to investigate and analyze dynamics related to historical landscapes and conditions of instantaneous monitoring of time, in places of their reality, collaborating with the teaching of geography by placing students in an active position. On the other hand, in the teacher-centered group, the passive students observed how to manipulate the applications through tutorial videos, which contributed positively to the reduction of their doubts. The study pointed out the possibility of using the cell phone in class, articulating applications with objects of knowledge, objectives, skills, methodologies, and evaluation. Thus, the practices experienced signal a future continuity in the pedagogical practice of the educational advisor, especially regarding mentoring and collaborative work in interventions with teachers, considering the positive feedbacks of the geography teacher, such as greater tranquility and autonomy throughout the practices and the report that she will return to use/improve the use of the applications in future classes.
Descrição
Palavras-chave
Trabalho colaborativo; Mentoring; Orientação Educacional; Ensino de Geografia; Celular; Collaborative work; Mentoring; Educational orientation; Teaching geography; Cell phone
Citação
BOZZETTI, Jonis. A UTILIZAÇÃO PEDAGÓGICA DO CELULAR NO ENSINO DE GEOGRAFIA POR MEIO DO TRABALHO COLABORATIVO ENTRE ORIENTADOR EDUCACIONAL E UMA PROFESSORA. 2023. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 12 dez. 2023. Disponível em: http://hdl.handle.net/10737/4288.