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| Author(s): |
Analigia Miranda da Silva
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | Presidente Prudente. 2016-08-26. |
| Institution: | Universidade Estadual Paulista (Unesp). Faculdade de Ciências e Tecnologia. Presidente Prudente |
| Defense date: | 2016-03-30 |
| Advisor: | Claudia Maria de Lima |
| Abstract | |
This research, inserted in the line of research "Formative Processes, Teaching and Learning," is made up of two key issues: the modes of appropriation and learning strategies mobilized by adolescents in learning environments with the use of digital technologies and pedagogical practices adopted in such contexts. Based on these basic points, we propose two goals to this research: 1) identify and analyze the modes of appropriation and learning strategies mobilized by teenagers from the final years of elementary school and from the high school in the use of digital technologies contexts; 2) identify and analyze teachers' representations about their practices in the use of digital technologies in the educational process to reflect on guidelines for a future teacher training model based on theoretical and methodological principles consonant with the learning processes mobilized by students in virtualized learning environments. The research is in a qualitative approach with descriptive and explanatory design and have owned three phases of data collection: a) interview, semi directed type, with 11 teachers working in the final years of elementary school and in the high school; b) questionnaire, semi structured type, along with 112 students from the final years of elementary school; c) interview with principles of clinical method with nine teenagers aged 13 to 17 years old. Data analysis took place through the content analysis technique and analysis axes determined by the clinical method. The theoretical referential constitutes the Vygotskian approach to human development and the distributed cognition approach, establishing their relations with comprehensions derived from the theory of social representations. Through the interrelation of data present in the interview, the questionnaires and the clinical interviews, we obtained as results that the learning of adolescents out of school occurs through cultural practices by digital technologies that refine their cognitive skills when it promotes new ways to socialize, to build and to distribute knowledge. However, this learning is not what teenagers represent as learning school subjects. When the content to learn is linked to school, teenagers guided their processes to learn in traditional educational models that prioritize the linearity and the centralization of knowledge. On the other hand, they feel the inadequacy of school front the sociocultural context and show apathetic to into its current educational processes. Teachers are unaware of the new culture of learning in which students participate and have social representations of the use of technology by students focused on the entertainment, ignoring the dimension of learning. Understandings built in this research allowed us to assume that learning is a process extended beyond the school walls. The use of digital technologies by individuals promotes socio-cultural practices that have a direct impact in the processes of learning. The participation of adolescents in networks, consuming, acting and distributing knowledge makes digital technologies more than resources to access to information, but mediators elements that act on the cognitive processes of adolescents. However, there are pedagogical practices directed to the training needs of students and the school institution experiences a clash between traditional teaching practices and learning of the students, who have the digital technology as tools of thinking and social cognitive development. We expect that the results of this research contribute to the development of teacher training proposals to turn toward understanding the sociocultural context and the various experiences related to the process of learning. (AU) | |
| FAPESP's process: | 11/21330-3 - The teaching and learning with digital technologies of information and communication: appropriations by students in computer use and its relationship to teaching practice |
| Grantee: | Analigia Miranda da Silva |
| Support Opportunities: | Scholarships in Brazil - Doctorate |