Comunicação educativa no ensino de ciências naturais na educação infantil: um estudo no curso de formação inicial de professores
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2017
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O mundo atual, globalizado pela economia e, sobretudo, pelas tecnologias de
informação e comunicação, exige uma atitude crítica dos seus habitantes, no que diz respeito
à maneira de lidar com essa realidade. Estamos a viver um momento de intensas
transformações sociais, políticas, culturais e educacionais, causadas pela chegada das
ferramentas tecnológicas digitais, particularmente a internet e as suas variadas aplicações
que existem no ciberespaço.
A sociedade da informação, caracterizada pelos elementos mediáticos que a
compõem, proporciona aos seus cidadãos uma avalanche de informação, veiculada,
diariamente, através dos meios de comunicação de massa como a rádio, a televisão e a
internet, os quais se repercutem na cultura da sociedade contemporânea, modificando-a.
Tal como sucede na passagem para a linguagem escrita, a passagem da linguagem
oral para a linguagem digital comporta desafios e origina conflitos entre as gerações,
principalmente em ambiente escolar, estando as escolas, ainda, em processo de adaptação, o
que requer uma reorganização que abranja questões de infraestruturas e a formação inicial de
professores, entre outras.
Dentro desta problemática, a presente investigação foi conduzida no sentido de
buscar resposta para a seguinte questão: de que modo o Curso de Pedagogia tem contribuído
para uma formação compatível com as atuais exigências da sociedade da informação e como
se insere a Comunicação Educativa nesse percurso?
Assim, a presente investigação pertence à área da Educação, na especialidade das
Tecnologias de Informação e Comunicação (TIC), assumindo como objeto de estudo o Curso
de Pedagogia, local de Formação Inicial de Professor, para compreender de que modo a
Comunicação Educativa se efetiva, principalmente no Ensino das Ciências ao nível da
Educação Infantil.
Nessa perspetiva, tratou-se de um estudo exploratório e descritivo, tendo sido
realizado um estudo de múltiplos casos, consolidado na análise do Curso de Pedagogia em 5
(cinco) Instituições de Ensino Superior (IES) e na Comunicação Educativa, caracterizando-se esta última como o uso inteligente das TIC como possibilidade de promoção da motivação,
da autonomia, da responsabilidade, da competência comunicativa e do espírito crítico.
Para tal, recorreu-se a uma metodologia de abordagem mista, através da aplicação
de um questionário a 96 (noventa e seis) discentes finalistas, da realização de entrevistas a
13 (treze) docentes e da observação não participante. Desta forma, o estudo possibilitou a
análise dos dados obtidos, através da triangulação das respostas dos discentes, dos docentes
e dos programas das componentes curriculares das IES.
Em consequência, foi possível observar que o conceito de Comunicação Educativa
se tornou conhecido para os participantes da pesquisa; além disso, ficou claro que a formação
inicial de professores requer um investimento mais consistente, no que se refere ao uso das
TIC, no Ensino das Ciências ao nível da Educação Infantil. De igual modo, o estudo revelou
que a conceção dos discentes e docentes do Curso de Pedagogia, no que diz respeito ao uso
das ferramentas da tecnologia da informação e comunicação, tem de ultrapassar a visão
utilitarista e pragmática e evoluir para uma conceção centrada na metodologia colaborativa.
Today's world, globalized by the economy and especially by the information and communication technology, requires a critical attitude of its inhabitants with regard to how to deal with this reality. We are experiencing a time of intense social, political, cultural and educational changes, caused by the arrival of digital technology tools, particularly the Internet and its various applications arranged in cyberspace. The information society, characterized by media elements that compose it, offers its citizens a set of information they (the citizens) provide on a daily basis through the mass media like radio, television and internet coming impacting and changing the culture of contemporary society. As in the passage from oral language to written language, the passage of this for the digital language is also full of challenges and conflicts between generations, especially in school settings. However, these are still in the process of adaptation, which requires a reorganization covering infrastructure issues and initial training of teachers and others. Within this problem, this research was undertaken in order to seek answer to the question: how the Pedagogy Course has contributed to a compatible training with the current requirements of the information society and how the Educational Communication takes part of that route. Thus, the research belongs to the field of education in the specialty of Information and Communication Technologies (ICT) and taking as object of study the Pedagogy Course, site Teacher Initial Formation, to understand how the Educational Communication is mainly effective in Education Science in Early Childhood Education. In this perspective, it was an exploratory and descriptive study, which conducted a study of multiple cases, consolidated in the analysis of the Education Course in five (05) Higher Education Institutions (HEI) and the Educational Communication characterizing the latter as the intelligent use of ICT as a possibility to promote motivation, autonomy, responsibility, communication skills and critical thinking. To this study, we used a methodology of mixed approach, which we apply the survey to 96 (ninety-six) students finalists, interviewed thirteen (13) teachers and held the non-participant observation. Thus, the study enabled the analysis of data obtained through the triangulation of the responses of students, teachers and the curriculum component summaries of IES. Thus, it was observed that the concept of educational communication has become known for research participants, moreover, it revealed that the initial formation of teacher requires a more consistent investment in relation to the use of ICT in Science Teaching in Education Children and likewise showed that the design of the students and teachers of the Education Course on the use of the information and communication technology tools need to overcome the utilitarian and pragmatic vision for a design centered on a collaborative methodology.
Today's world, globalized by the economy and especially by the information and communication technology, requires a critical attitude of its inhabitants with regard to how to deal with this reality. We are experiencing a time of intense social, political, cultural and educational changes, caused by the arrival of digital technology tools, particularly the Internet and its various applications arranged in cyberspace. The information society, characterized by media elements that compose it, offers its citizens a set of information they (the citizens) provide on a daily basis through the mass media like radio, television and internet coming impacting and changing the culture of contemporary society. As in the passage from oral language to written language, the passage of this for the digital language is also full of challenges and conflicts between generations, especially in school settings. However, these are still in the process of adaptation, which requires a reorganization covering infrastructure issues and initial training of teachers and others. Within this problem, this research was undertaken in order to seek answer to the question: how the Pedagogy Course has contributed to a compatible training with the current requirements of the information society and how the Educational Communication takes part of that route. Thus, the research belongs to the field of education in the specialty of Information and Communication Technologies (ICT) and taking as object of study the Pedagogy Course, site Teacher Initial Formation, to understand how the Educational Communication is mainly effective in Education Science in Early Childhood Education. In this perspective, it was an exploratory and descriptive study, which conducted a study of multiple cases, consolidated in the analysis of the Education Course in five (05) Higher Education Institutions (HEI) and the Educational Communication characterizing the latter as the intelligent use of ICT as a possibility to promote motivation, autonomy, responsibility, communication skills and critical thinking. To this study, we used a methodology of mixed approach, which we apply the survey to 96 (ninety-six) students finalists, interviewed thirteen (13) teachers and held the non-participant observation. Thus, the study enabled the analysis of data obtained through the triangulation of the responses of students, teachers and the curriculum component summaries of IES. Thus, it was observed that the concept of educational communication has become known for research participants, moreover, it revealed that the initial formation of teacher requires a more consistent investment in relation to the use of ICT in Science Teaching in Education Children and likewise showed that the design of the students and teachers of the Education Course on the use of the information and communication technology tools need to overcome the utilitarian and pragmatic vision for a design centered on a collaborative methodology.
Descrição
Tese de Doutoramento em Ciências da Educação
Palavras-chave
Educação , Comunicação , Tecnologias da informação e comunicação (TIC) , Pedagogia , Ensino das ciências , Educação das crianças