Design de um ecossistema virtual de aprendizagem internacional para a inclusão
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Data
2020-03-03
Autores
Zaduski, Jeong Cir Deborah
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente tese de doutorado foi desenvolvida no âmbito de Programa de PósGraduação em Educação (PPGE) da Faculdade de Ciências e Tecnologia - Universidade Estadual Paulista (FCT/UNESP) inserida na linha de pesquisa “Processos Formativos, Ensino e Aprendizagem”. A investigação teve início a partir de uma necessidade internacional: o Santa Fe College, universidade americana localizada na Flórida, Estados Unidos, precisava de uma formação que auxiliasse seus professores e gestores a trabalhar em uma perspectiva de educação inclusiva, uma vez que a instituição recebe aproximadamente 900 estudantes com deficiência todos os anos. Partiu-se da hipótese de que a Abordagem Construcionista, Contextualizada e Significativa (CCS) proposta por Schlünzen (2000, 2015) pode ser utilizada de modo articulado com a teoria dos Estilos de Uso do Virtual proposta por Barros (2009, 2017, 2018) a fim de alicerçar o design de um ecossistema virtual de aprendizagem internacional, ou seja, um Ambiente Virtual de Aprendizagem com status de ecossistema dadas as suas características e possibilidades. Para tanto, as perguntas que guiaram a pesquisa foram: Como utilizar de modo articulado a Abordagem CCS e a teoria dos Estilos de uso do Virtual em uma perspectiva de educação inclusiva?; A partir deste construto teórico, como desenhar um Ecossistema Virtual de Aprendizagem (EVA) Internacional que viabilize um processo formativo inclusivo? E, com base no Ecossistema proposto, como consubstanciar diretrizes que auxiliem outros educadores ou designers no desenho de propostas formativas contextualizadas com a realidade dos participantes e, que fomentem a inclusão? Como objetivo geral, delinearam-se diretrizes para o desenho de propostas formativas norteadas pela Abordagem CCS e pela teoria dos Estilos de Uso do Virtual. Como objetivos específicos foram investigados o contexto da pesquisa e as teorias norteadoras para delinear o construto teórico da tese; desenhou-se o Ecossistema Virtual de Aprendizagem em parceria com o Santa Fe College e; traçaram-se diretrizes, a partir da análise dos dados coletados, que podem contribuir para o design de outros ecossistemas de aprendizagem. Para tanto, fez-se uso de uma abordagem qualitativa ancorada nos preceitos do design-based research ou seja, uma metodologia que visa melhorar as práticas educacionais e resolver problemas reais a partir do design. Como instrumentos de coleta de dados foram utilizados dois questionários aplicados aos professores do Santa Fe no início e no final da formação e, uma Grelha de Observação que auxiliou na análise dos materiais produzidos. Para a análise dos materiais foi feita a triangulação com a seleção e análise dos resultados da primeira oferta formativa; as observações feitas a partir dos eixos reguladores do EVA e; o construto teórico criado a partir do uso articulado entre a Abordagem CCS e, a Teoria dos Estilos de Uso do Virtual. Como resultados, além do delineamento das diretrizes, foi possível observar os benefícios de trabalhar em uma perspectiva internacional que oportunizou muita aprendizagem para as duas instituições. Conclui-se que o ecossistema virtual de aprendizagem internacional desenvolvido trouxe inúmeros benefícios para o grupo de trabalho da UNESP/Santa Fe e para os participantes da formação, que passaram a refletir e implementar mudanças em suas práticas.
This doctoral thesis was developed within the scope of the Postgraduate Program in Education (PPGE) of the Faculty of Sciences and Technology – Sao Paulo State University (FCT/UNESP), inserted in the research line "Formative Processes, Teaching and Learning". The investigation started from an international demand: Santa Fe College, an American college from Florida, U.S., wanted a training program to help its teachers and educational managers to work in an inclusive education perspective since the institution receives approximately 900 students with disabilities every year. The starting point was the hypothesis that the articulated use of the Constructionist, Contextualized and Significant Approach proposed by Schlünzen (2000, 2015) and, the theory of learning styles in virtual environments proposed by Barros (2009, 2017, 2018) enable the design, in an international perspective of inclusive education, of a Virtual Learning Ecosystem, that is, a Virtual Learning Environment with an ecosystem status given its characteristics and possibilities. To this end, the questions that guided the research were: How to use the CCS Approach and the theory of learning styles in virtual environments in an articulated way?; Based on this theoretical construct, how to design an International Virtual Learning Ecosystem that enables an inclusive educational process? And, based on the proposed Ecosystem, how to substantiate guidelines that help other educators or designers in the design of educational proposals that are contextualized with the participants' reality, fostering inclusion? As main objective, guidelines were outlined for the design of training programs guided by the CCS Approach and the theory of learning styles in virtual environments. As specific objectives were investigated the research's context and the guiding theories to outline the thesis theoretical construct; the Virtual Learning Ecosystem was designed in partnership with Santa Fe College and; guidelines were drawn from the analysis of the collected data, which can contribute to the design of other learning ecosystems. To this end, a qualitative approach was used, anchored in the precepts of the design-based research, that is, a methodology that aims to improve educational practices and to solve real problems based on design. As data collection instruments, two institutional questionnaires were applied to teachers from Santa Fe at the beginning and end of the training program and, an Observation Grid helped in the analysis of the researched materials. For data analysis, a triangulation was made with the selection and analysis of results from the first training offer; the observation was made based on the EVA's regulating axes and; the theoretical construct created from the articulated use of the CCS Approach and the theory of learning styles in virtual environments. As a result, in addition to outlining the guidelines, it was possible to observe the benefits of working in an international perspective that provided a lot of learning for both institutions. It is concluded that the international Virtual Learning Ecosystem developed brought countless benefits for the UNESP/ Santa Fe workgroup and for the training participants, who started to reflect and implement changes in their practices.
This doctoral thesis was developed within the scope of the Postgraduate Program in Education (PPGE) of the Faculty of Sciences and Technology – Sao Paulo State University (FCT/UNESP), inserted in the research line "Formative Processes, Teaching and Learning". The investigation started from an international demand: Santa Fe College, an American college from Florida, U.S., wanted a training program to help its teachers and educational managers to work in an inclusive education perspective since the institution receives approximately 900 students with disabilities every year. The starting point was the hypothesis that the articulated use of the Constructionist, Contextualized and Significant Approach proposed by Schlünzen (2000, 2015) and, the theory of learning styles in virtual environments proposed by Barros (2009, 2017, 2018) enable the design, in an international perspective of inclusive education, of a Virtual Learning Ecosystem, that is, a Virtual Learning Environment with an ecosystem status given its characteristics and possibilities. To this end, the questions that guided the research were: How to use the CCS Approach and the theory of learning styles in virtual environments in an articulated way?; Based on this theoretical construct, how to design an International Virtual Learning Ecosystem that enables an inclusive educational process? And, based on the proposed Ecosystem, how to substantiate guidelines that help other educators or designers in the design of educational proposals that are contextualized with the participants' reality, fostering inclusion? As main objective, guidelines were outlined for the design of training programs guided by the CCS Approach and the theory of learning styles in virtual environments. As specific objectives were investigated the research's context and the guiding theories to outline the thesis theoretical construct; the Virtual Learning Ecosystem was designed in partnership with Santa Fe College and; guidelines were drawn from the analysis of the collected data, which can contribute to the design of other learning ecosystems. To this end, a qualitative approach was used, anchored in the precepts of the design-based research, that is, a methodology that aims to improve educational practices and to solve real problems based on design. As data collection instruments, two institutional questionnaires were applied to teachers from Santa Fe at the beginning and end of the training program and, an Observation Grid helped in the analysis of the researched materials. For data analysis, a triangulation was made with the selection and analysis of results from the first training offer; the observation was made based on the EVA's regulating axes and; the theoretical construct created from the articulated use of the CCS Approach and the theory of learning styles in virtual environments. As a result, in addition to outlining the guidelines, it was possible to observe the benefits of working in an international perspective that provided a lot of learning for both institutions. It is concluded that the international Virtual Learning Ecosystem developed brought countless benefits for the UNESP/ Santa Fe workgroup and for the training participants, who started to reflect and implement changes in their practices.
Descrição
Palavras-chave
Abordagem CCS, Estilos de uso do virtual, Educação inclusiva, Ecossistema de aprendizagem, CCS approach, Learning styles in virtual environments, Inclusive education, Learning ecosystem