Designer educacional: conceituação a partir das abordagens de educação CCS e EJV no contexto de cursos na modalidade a distância
Carregando...
Arquivos
Data
2017-07-22
Autores
Melques, Paula Mesquita [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa de Doutorado pertence à linha de pesquisa “Práticas e Processos Formativos em Educação” do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista “Júlio de Mesquita Filho” (FCT/UNESP). Parte-se da hipótese de que o designer educacional (DE) tem papel fundamental quando se propõem abordagens de educação centradas na construção do conhecimento, para que não seja realizada a transposição de práticas de transmissão de informações, presentes historicamente na educação, para o contexto da Educação a Distância (EaD). Diante da complexidade envolvida nas atribuições desse profissional, apresenta-se a pergunta da pesquisa: como a atuação do DE em um contexto de elaboração e execução de cursos na modalidade a distância concebidos a partir das abordagens Estar Junto Virtual (EJV) (VALENTE) e Construcionista, Contextualizada e Significativa (CCS) (SCHLÜNZEN) pode permitir que as características do público-alvo, as especificidades da EaD e os objetivos dessas abordagens de educação sejam alcançados? Assim, como objetivo geral, buscou-se conceituar o designer educacional no contexto de cursos na modalidade a distância segundo as abordagens CCS e EJV. Para tanto, a partir de uma abordagem qualitativa do tipo investigação-ação, estudou-se a elaboração e a execução de um curso de especialização do Programa Rede São Paulo de Formação Docente (Redefor) Educação Especial e Inclusiva, no qual a pesquisadora atuou como designer educacional. A seleção e a coleta de dados ocorreram por meio de instrumentos como arquivos de roteiros, matriz e agenda, e e-mails enviados e recebidos entre a equipe multidisciplinar, professores autores, especialista e coordenação, além das atividades propostas e da produção dos cursistas no Ambiente Virtual de Aprendizagem (AVA) Moodle. Com categorias de análise pré-definidas, analisou-se os dados a partir do confronto entre o que foi pensado inicialmente pelo professor autor e o resultado final após as intervenções realizadas e, também, da identificação dos elementos das abordagens CCS e EJV na proposta pedagógica do curso e na produção dos cursistas. Observou-se que o designer educacional contribuiu para o estabelecimento da base de conhecimentos tecnológicos e pedagógicos do conteúdo (TPACK) (MISHRA; KOEHLER) a partir da articulação dos saberes e das ações das equipes pedagógica e multidisciplinar, e ainda, a proposta pedagógica do curso permitiu que os cursistas construíssem produtos, por meio de atividades contextualizadas, com alto nível de interação e mediação pedagógica efetiva, permitindo assim a construção do conhecimento à medida que atribuíam significado aos conceitos apreendidos.
This Doctoral research belongs to the research line "Practices and Formative Processes in Education" of the Graduate Program in Education of the Faculty of Sciences and Technology of Sao Paulo State University "Júlio de Mesquita Filho" (FCT / UNESP). It starts with the hypothesis that educational designer has fundamental role when proposing education approaches centered on the construction of knowledge, so that the transposition of information transmission practices is not carried out into the context of Distance Education. In view of the complexity involved in the assignments of this professional, the research problem is presented: how the educational designer performance in a context of elaboration and implementation of courses in the distance education modality conceived from the approaches Being Together Virtually (known as EJV) (VALENTE) and Constructionist, Contextualized and Meaningful (known as CCS) (SCHLÜNZEN) can enable that the target audience characteristics, distance education specificities and the objectives of these education approaches to be achieved? Therefore, as general objective, it was sought to conceptualize the educational designer in the context of distance education courses according to the CCS and EJV approaches. To do so, based on a qualitative approach of action-research type, it was studied the elaboration and implementation of a specialization course belonging to the Sao Paulo Network Program of Teacher Training (Redefor) Special and Inclusive Education, in which the researcher acted as educational designer. Selection and collection of data occurred using tools as script files, matrix and agenda, e-mails sent and received between the multidisciplinary team, teacher authors, specialist and coordination, as well as the proposed activities and production of the students in the Virtual Learning Environment (VLE) Moodle. With predefined categories of analysis, the data were analyzed from confrontation between what was initially thought by the teacher author and the final result after the interventions carried out and, also, the identification of elements from the CCS and EJV approaches in the course pedagogical proposal and in the students’ production. It was observed that the educational designer contributed to establish the technological and pedagogical knowledge base of the content (TPACK) (MISHRA; KOEHLER) from articulation of knowledge and actions of the pedagogical and multidisciplinary teams, and also, the pedagogical proposal of the course allowed the students to construct products, through contextualized activities, with a high level of interaction and effective pedagogical mediation, allowing thereby, the construction of knowledge insofar as they were attributing meaning to the concepts seized.
This Doctoral research belongs to the research line "Practices and Formative Processes in Education" of the Graduate Program in Education of the Faculty of Sciences and Technology of Sao Paulo State University "Júlio de Mesquita Filho" (FCT / UNESP). It starts with the hypothesis that educational designer has fundamental role when proposing education approaches centered on the construction of knowledge, so that the transposition of information transmission practices is not carried out into the context of Distance Education. In view of the complexity involved in the assignments of this professional, the research problem is presented: how the educational designer performance in a context of elaboration and implementation of courses in the distance education modality conceived from the approaches Being Together Virtually (known as EJV) (VALENTE) and Constructionist, Contextualized and Meaningful (known as CCS) (SCHLÜNZEN) can enable that the target audience characteristics, distance education specificities and the objectives of these education approaches to be achieved? Therefore, as general objective, it was sought to conceptualize the educational designer in the context of distance education courses according to the CCS and EJV approaches. To do so, based on a qualitative approach of action-research type, it was studied the elaboration and implementation of a specialization course belonging to the Sao Paulo Network Program of Teacher Training (Redefor) Special and Inclusive Education, in which the researcher acted as educational designer. Selection and collection of data occurred using tools as script files, matrix and agenda, e-mails sent and received between the multidisciplinary team, teacher authors, specialist and coordination, as well as the proposed activities and production of the students in the Virtual Learning Environment (VLE) Moodle. With predefined categories of analysis, the data were analyzed from confrontation between what was initially thought by the teacher author and the final result after the interventions carried out and, also, the identification of elements from the CCS and EJV approaches in the course pedagogical proposal and in the students’ production. It was observed that the educational designer contributed to establish the technological and pedagogical knowledge base of the content (TPACK) (MISHRA; KOEHLER) from articulation of knowledge and actions of the pedagogical and multidisciplinary teams, and also, the pedagogical proposal of the course allowed the students to construct products, through contextualized activities, with a high level of interaction and effective pedagogical mediation, allowing thereby, the construction of knowledge insofar as they were attributing meaning to the concepts seized.
Descrição
Palavras-chave
Designer educacional, Abordagem construcionista, contextualizada e significativa, Abordagem estar junto virtual, EaD, Educação a distância, Educational designer, Constructionist, contextualized and meaningful approach, Being together virtually approach, Distance education