Informática na EJA: contribuições da teoria histórico-cultural
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Data
2010-11-09
Autores
Souza, José Eduardo Pereira de [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Por trabalharmos há muitos anos com o fornecimento de softwares educativos para escolas e universidades, tínhamos a convicção de que a tecnologia podia se constituir em ferramenta importante para o processo de ensino-aprendizagem. Ao iniciarmos nossos estudos verificamos que a Educação de Jovens e Adultos - EJA era um segmento pouco estudado e com baixa utilização de tecnologias educacionais. Observamos, também, que já existiam alguns estudos sobre o uso das tecnologias na Educação com enfoque em teorias de ensino-aprendizagem, porém, não localizamos nenhum direcionado para a Teoria Histórico-Cultural - THC. Decidimos que o objetivo de nossa pesquisa seria buscar pressupostos da Teoria Histórico-Cultural que pudessem contribuir para o uso da Informática na Educação de Jovens e Adultos - EJA. Para a concretização do estudo desenvolvemos investigação bibliográfica abrangendo a história da Educação Brasileira, os índices de qualidade na Educação, o analfabetismo funcional e o letramento, a dualidade de função da escola que ao mesmo tempo emancipa e aliena, as iniciativas governamentais para a EJA, as diversas teorias da aprendizagem e as relacionamos com as tecnologias. Analisamos a questão do alfabetismo digital, da formação dos professores e nos aprofundamos na Teoria Histórico-Cultural pensando sobre o entorno, sobre as perspectivas educativas que se abrem ao se considerar a Zona de Desenvolvimento Proximal e o aprendizado pela interação social. Apresentamos as Tecnologias da Informação e Comunicação - TIC e relacionamos a Informática na Educação com a EJA e apresentamos um caso real sobre o assunto. Coletamos dados por meio de entrevistas, formulários, observações e registros durante o processo de formação de professores com ênfase na abordagem Histórico-Cultural e durante suas atividades com alunos nos laboratórios de informática em Pirassununga (SP)
By working for many years with the provision of educational software for schools and colleges we had the conviction that technology could be constituted as an important tool in the teaching-learning process. When we began our studies we found that the YAE – Youth and Adult Education was a segment little studied and with low use of educational technologies. We also noted that there were already some studies on the use of technology in Education with focus on theories of teaching-learning, however, we did not find any directed to the Historic-Cultural Theory. We decided that the goal of our research would be to seek assumptions of the Historical-Cultural Theory that could contribute to the use of the Computer in Youths and Adults Education – YAE. To realize the study we developed literature investigation comprehending the history of Brazilian Education, the quality indexes in Education, the functional illiteracy and the literacy, the dual function of the school that, at the same time, emancipates and alienates, the government initiatives for the YAE, the various learning theories and related it to the technologies. We analyzed the issue of the digital illiteracy, of the teacher training and we went deeper in the Historical-Cultural Theory thinking about the environment, about the educational prospects that open up when considering the Zone of Proximal Development and the learning through social interaction. We Introduced the ICT – Information and Communication Technology and related it to the Data Processing in Education in YAE – Youth and Adult Education and presented a real case on the subject. We collected data through interviews, forms, observation and records during the process of teachers education with an emphasis on historical-cultural approach and during their activities with students in the computer labs in Pirassununga (SP). We concluded our work showing that the pedagogical approach
By working for many years with the provision of educational software for schools and colleges we had the conviction that technology could be constituted as an important tool in the teaching-learning process. When we began our studies we found that the YAE – Youth and Adult Education was a segment little studied and with low use of educational technologies. We also noted that there were already some studies on the use of technology in Education with focus on theories of teaching-learning, however, we did not find any directed to the Historic-Cultural Theory. We decided that the goal of our research would be to seek assumptions of the Historical-Cultural Theory that could contribute to the use of the Computer in Youths and Adults Education – YAE. To realize the study we developed literature investigation comprehending the history of Brazilian Education, the quality indexes in Education, the functional illiteracy and the literacy, the dual function of the school that, at the same time, emancipates and alienates, the government initiatives for the YAE, the various learning theories and related it to the technologies. We analyzed the issue of the digital illiteracy, of the teacher training and we went deeper in the Historical-Cultural Theory thinking about the environment, about the educational prospects that open up when considering the Zone of Proximal Development and the learning through social interaction. We Introduced the ICT – Information and Communication Technology and related it to the Data Processing in Education in YAE – Youth and Adult Education and presented a real case on the subject. We collected data through interviews, forms, observation and records during the process of teachers education with an emphasis on historical-cultural approach and during their activities with students in the computer labs in Pirassununga (SP). We concluded our work showing that the pedagogical approach
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Palavras-chave
Educação de adultos, Informática - Métodos de ensino, Inclusão digital, Tecnologia da informação, Tecnologia - Aspectos sociais, EJA - Educação de Jovens e Adultos, Youth and Adult Education, Information, Data Processing in Education
Como citar
SOUZA, José Eduardo Pereira de. Informática na EJA: contribuições da teoria histórico-cultural. 2010. 169 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências de Marília, 2010.