This article presents qualitative research of a case study type, carried out with a group of 27 educators who were strengthening their knowledge of online education to a greater depth. Online education requires pedagogical mediation and the skills and competencies to work with technological resources which promote interaction, collaboration, and co-learning. From this perspective, the following research question was posed: what is the knowledge needed for educators to work in online education in order to promote knowledge production? The data collected was analysed according to Bardin (2011) and the assistance of Atlas Ti software. Based on the research findings it was possible to identify three main knowledge areas for mediating teaching and learning processes designed to produce knowledge, essential for teaching online.
This paper presents a qualitative research of the case study type that was held with professionals from various fields of knowledge (law, nursing, administration, education, accounting, medicine, physical therapy, journalism, economics, engineering, etc.), undergraduates who participated in a continuing education course, specifically, a specialization in continuing education to work in higher education in a community institution. The research problem that guided the research was: What are the contributions, implications and impacts of continuing education for teaching in higher education from the perceptions of professionals from various fields of knowledge? The research aimed to analyze the professionals' repercussions of the process of continuing education for the practice of teaching in higher education. The research involved three classes of specialization of the following years: 2013, with 25 students; 2014 with 22 students and 2015 with 23 students, totaling 70 subjects investigated. Data were collected from a questionnaire with open and closed questions which has enabled content analysis from the perspective of Bardin (2011) with the help of Atlas Ti software. The results showed that the participation in the continuing education course contributed to teaching in higher education through the possibility of obtaining pedagogical knowledge and practical application of these, which culminated in a reflection on pedagogical practice, impacting directly on the professional work of these teachers, who only felt the lack of a more detailed work with the education of the distance mode.
The considerations and reflections referred in this article are results of a qualitative approach research, as a study case, done with 15 professors who teach at a college in the city of Curitiba where majors for technologists are developed, and it also aimed at identifying the teaching methodology adopted by the educators in their pedagogical practice, and if there is any investment on their continuous education, having in mind the educational obstacles educators have been facing in this new century. In the discussions, the investigating process took into account the challenges demanded by the adoption of an innovative, dialogical and cooperative educational attitude which, in a participative and critical manner, needs the adoption of strategies that stimulate the creativity, construction and reconstruction of meaningful knowledge. In that innovative context, the educator must consider the social, political and economic practice. Thus, the educator must adopt a new complexity paradigm (MORIN, 2000, 2001, 2009), in which the educational and methodological process require a proactive attitude in the sense of investing in his/her continuous professional development, especially when it comes to pedagogical practice, using technological resources in the benefit of a collaborative and mediating educational action.
RESUMO Esta investigação apresenta uma pesquisa de abordagem qualitativa do tipo exploratória que foi realizada com 127 alunos da Licenciatura em Pedagogia de uma Universidade particular de Curitiba, que realizam o curso na modalidade presencial, semipresencial e a distância. O objetivo foi a análise e a reflexão sobre a Cultura Digital na Formação de Professores a partir da perspectiva dos discentes. Os dados foram coletados a partir de um questionário online e analisados a partir da perspectiva de Bardin (2011), com o auxílio do software ATLAS.ti. A análise de dados permitiu constatar que os Licenciandos em Pedagogia identificam a Cultura Digital na formação inicial quando a universidade possibilita a presença das tecnologias digitais nos espaços de convivência e o acesso à rede Wi-fi, assim como também reconhecem quando o professor faz uso das tecnologias digitais na prática pedagógica.
Resumo: Este artigo apresenta uma investigação de abordagem qualitativado tipo estado da arte sobre a imigração no Brasil e sua relação com o processode escolarização da criança e do adolescente imigrante. A pesquisavisa mapear e analisar os resultados das pesquisas acadêmicas, teses e dissertaçõespublicadas nos anos de 2013 a 2018 que abordaram a temática daimigração no Brasil, além de identificar quais destas trataram do processode escolarização para as crianças e adolescentes imigrantes. Como objeto deanálise, foram selecionadas na Biblioteca Digital de Teses e Dissertações 63pesquisas, que foram analisadas a partir da técnica de Análise de Conteúdodiante da perspectiva de Bardin (2011). Os dados apontam que o imigranteé vítima de racismo, preconceito, xenofobia e estigmas por uma parcela dasociedade receptora e são alvos de exploração de mão de obra, estando porvezes, em situação de escravidão ou análogo à escravidão. Em conseguinte,a falta de políticas públicas e legislações efetivas agravam essa situação.Os dados também revelaram que outra parcela da sociedade receptora estabeleceredes de solidariedade e apoio à população imigrante, no acolhimentona nova terra e na orientação de seus direitos. Outrossim, evidencia-se que avalorização do idioma, da cultura e da identidade do imigrante se intensificamapós o percurso migratório. Em relação ao processo de escolarização dacriança e do adolescente imigrante, o estado da arte revelou restrita produçãoacadêmica, evidenciando um campo emergente de pesquisa, que proporcioneaos imigrantes “vez” e “voz” em seu processo de escolarização.
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