Banca de QUALIFICAÇÃO: ANA PAULA RAMOS SEVERO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ANA PAULA RAMOS SEVERO
DATE: 13/07/2022
TIME: 14:00
LOCAL: Google Meet
TITLE:

BLENDED LEARNING AND DIGITAL LITERACIES: DIALOGICAL CONNECTIONS WITH TEACHER TRAINING IN THE DISTANCE EDUCATION

KEY WORDS:

Blended teaching; Digital literacy; Teacher training; Distance education.

PAGES: 35
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

The blended learning reveals itself to be present in contemporary discussions in the field of education. Blended learning is rooted in an idea of blended education, in which there is no single way of learning and in which learning is a continuous process, which takes place in different ways, in different spaces (BACICH, TANZI NETO and TREVISANI, 2015) . In this sense, this teaching proposal promotes greater protagonism and autonomy of the student, who becomes the center of his learning process. The implementation of hybrid education still faces some challenges, such as, for example, the expansion of digital literacy practices for teachers and students, as well as proposals for teacher training in line with the demands of active methodologies in digital culture. In addition, teachers have difficulties in relation to the pedagogical uses of digital technologies, which became more latent in the pandemic scenario from the classes in the online format. That said, the present research has the general objective of analyzing the perceptions of teachers about hybrid teaching and digital literacies articulated to the demands in the context of basic education, considering interfaces with the process of teacher training in the distance modality. The research was based considering the following guiding axes and base authors: Blended Teaching (BACICH; NETO; TREVISANI, 2015; MORAN; HORN, 2015); Digital Literacy (BUZATO, 2006; COSCARELLI, 2021; DUDENEY; HOCKLY; PEGRUN, 2016); Teacher Training (TARDIF, 2015; FFREIRE; COSTA; KLEIMAN, 2005). With regard to the methodological design, the research is participatory, of an applied nature, with a qualitative approach. The investigation is developed, at first, from the descriptive survey on the topic addressed. Then, interviews and questionnaires will be carried out with teachers of the classes of the early years of a Municipal School, which is part of the public education network in the city of Olinda in Pernambuco. As data collection instruments, we will use semi-structured interviews and teachers' technobiographical narratives (BARTON and LEE, 2015). The analysis of interviews and technobiographical narratives will be presented in order to outline the main difficulties encountered by teachers in the implementation of blended learning. Based on the evaluation of the teachers' perceptions, an interactive didactic design will be proposed for teacher training in the distance modality to expand reflections and pedagogical experiences on hybrid teaching and digital literacies practices. We seek to understand the difficulties encountered by teachers, so that their contributions help in the elaboration of the research product, that is, the production of a pedagogical material intended for teachers of basic education on the pre-established theme, which will demystify the ineffectiveness and lack of quality. in hybrid teaching. The results of this research may reveal social impacts in processes of continuing education of teachers of basic education, with a view to improving digital literacies practices in the implementation of blended education.

BANKING MEMBERS:
Presidente - 1199636 - IVANDA MARIA MARTINS SILVA
Interna - 1884955 - JULIA MARIA RAPOSO GONCALVES DE MELO LARRE
Externa à Instituição - THELMA PANERAI ALVES