Educação, Arte e História da Cultura - Teses - CEFT Higienópolis
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- TeseBlended learning baseado na inteligência coletiva - BLBIC: análise de um curso de formação judiciáriaSilva, José Erigleidson da (2017-02-03)
Centro de Educação, Filosofia e Teologia (CEFT)
In the second half of the 21st century, Education tries to establish harmony with the cultural transformations that began in the 1950s with the computer revolution. In the current sociotechnical context, two tendencies emerge: Blended Learning and Collective Intelligence. The purpose of this thesis is to investigate the contributions of the union between Blended Learning and collective intelligence for individual and collective learning. Qualitative data comes from a bibliographical survey and data analysis from a Blended course in the scope of judicial training. To address the problem, I got theoretical input in several areas of knowledge and authors. However, I focused on the collective intelligence, especially Pierre Levy's studies, Lev Vygotsky's Sociocontrutivism, the Blended Learning investigations by Michael B. Horn and Heather Staker, as well as my Masters research on operators of Collective Intelligence in a virtual learning environment. Data analysis validated the initial hypothesis that the union between Blended Learning and collective intelligence provides a richer learning space with collaboration, participation, reflection and self-regulation of learning. Based on these results, I propose Blended Learning Based on Collective Intelligence (BLBCI). - TeseA formação do pedagogo via uso de jogos digitais: uma proposta interdisciplinarSilveira, Guaracy Carlos da (2019-08-01)
Centro de Educação, Filosofia e Teologia (CEFT)
O presente trabalho propõe o emprego do projeto de jogos digitais como elemento transversal integrador da formação do pedagogo. Articulado à proposta de epistemologia da complexidade e de abordagem interdisciplinar, contribui para o campo de estudos que advoga a utilização de jogos digitais em processos educacionais, ampliando o conceito associando-os a processos culturais também, entendendo que o contexto da complexidade demanda formação profissional que conceba o educador como um projetista de experiências educacionais. Epistemologicamente desenha proposta nos moldes da interdisciplinaridade estrutural, onde processo pedagógico, criação e design de jogos digitais convergem e se articulam, de modo a culminar no desenvolvimento de experiências educacionais. Propõe familiarizar o professor com os jogos digitais, com a tecnologia que os abarca e com a cultura que lhes é subjacente, e instrumentalizá-lo para que possa utilizar o jogo como elemento educacional nos processos de ensino e aprendizagem que concebe. O presente trabalho estrutura-se com a conceituação da interdisciplinaridade e pela utilização de Triangulação Teórica para construção de referencial para compreensão dos jogos digitais a partir dos campos da Educação, Arte e Cultura. Realiza investigação dos Projetos Políticos Pedagógicos dos cursos de Pedagogia de excelência do estado de São Paulo, organizados como resposta às Diretrizes Curriculares Nacionais para Pedagogia promulgadas em primeiro de julho de 2015. Carateriza os jogos digitais em uma perspectiva interdisciplinar objetivando a percepção destes como mediadores culturais e dispositivos educacionais, tecendo considerações acerca da formação do Pedagogo à luz desta proposta e dos projetos pedagógicos hoje existentes. - DissertaçãoPedagogo na cultura digital: contribuição do design educacional para a práxis da polidocência no contexto híbridoSanches, Leticia Rocha Justino (2018-12-19)
Centro de Educação, Filosofia e Teologia (CEFT)
This dissertation is inserted in the research line of teacher training for interdisciplinarity. It has as main objectives to raise the characteristics of the initial formation of the contemporary pedagogue, as well as to understand its relations with the digital culture, proposing, based on documentary and bibliographical analysis, the incorporation of knowledge related to the area of educational design and polydocence in the process of training. The research intends to contribute to the praxis of the pedagogue in the contemporaneity facing the digital culture and the constant technological changes. The methodology adopted by the researcher is qualitative, as it seeks to explain the reasons for the data analyzed in documents. In light of the theories, we chose the contributions of Bernadette Gatti and José Carlos Libâneo, regarding the analysis of the initial formation of pedagogues; Pierre Levy, Manuel Castells and Ángel L. Pérez Gomez, in the approach to digital culture; Andréa Filatro and Vani Moreira Kenski, in the conceptualization of educational design; Daniel Mill, in presenting the concept of polydocence; José Moran in the analysis about hybrid education; and Maurice Tardif, in the presentation of the teaching knowledge. Thus, in this research, we describe the institutionalization of the pedagogy course in the Brazilian higher education system, pointing to the formation dissociated from the digital culture; historically, the trajectory of instructional design to educational design, at national and international level, pointing out its professional specificities; and show the competences of educational design, in interlocution with the concept of polidocencia, for the formation of the pedagogue to act in hybrid spaces as manager of polidocentes teams.In the final part of this research, it is proposed the categorization of some knowledge necessary for the pedagogue to work in the hybrid school space. - TeseRede de colaboração internacional em contextos virtuais: a práxis reconectiva docente em formação continuada no ensino superiorLopes, Ana Lúcia de Souza (2018-12-14)
Centro de Educação, Filosofia e Teologia (CEFT)
This dissertation consists of a research in the field of Education effected in the interdisciplinary Postgraduate Program of Education, Art, and History of Culture at Universidade Presbiteriana Mackenzie (UPM). We present the need to promote a continuous education of teachers that favors the reconnection of knowledge, pointing out the power that information and communication technologies can and should foster at work and in collaborative and networked learning. Therefore, we investigate how spaces of continuous training in virtual and international collaboration networks can contribute to a REconective teaching praxis (praxis REconectiva docente) in the digital culture, understood as an action that takes into account the need for immersive experiences for the appropriation of a connective cyberspace culture that allows the pedagogical appropriation of digital resources and promotes changes in the teaching practices of teachers involved in digital learning contexts. We seek to understand the conceptualization of connection and knowledge society, collaboration networks, digital culture, teacher training in higher education, the main theoretical assumptions in order to build a scenario for the analysis of a continued online training experience in an international collaboration network for higher education teachers. The virtual learning environment became the place of the immersive experience of the group of teachers, who built and implemented a collaborative course, “Methodologies for the Quality of online Education” (Metodologias para a Qualidade do Ensino online). We proceeded with data collection about the experience of the group, analyzing the records of the virtual environment where the experience happened through the online work meetings in videoconferences that allowed us to construct the scenario through the dialogues established by the group. Our research focused on identifying cyberspace as a place of learning, as well as establishing a dialogue about the need for continued teacher training, especially for online teachers, to take place in a collaborative way with horizontal experiences of immersion. The analysis of the experience of the group allowed us to trace the importance and effectiveness of collaboration networks in teacher training processes, the possibility of appropriation of virtual learning environments and also to identify dislocations towards new teaching practices, that is, to the development of REconective teaching praxis from the experience of immersion in the network of collaboration and participation in the online course in which the virtual spaces have become spaces of collective formation. This research was able to present the problem of teacher training from a contemporary perspective, looking for elements that could impel what we call the REconective teaching praxis as transformative action, and we launched a special look at the online teacher training. As a means of developing this form of teacher training we present an experience of collaboration in an international virtual network, as an example of initiatives that are presented in our educational scenario and that, because they provide immersion experiences, we consider more adequate to the current needs of continuing education of teachers for virtual contexts of learning in Higher Education. The research on the experience of the trainer group has allowed us to trace the importance and effectiveness of collaboration networks in teacher training processes, the possibility of appropriation of virtual learning environments and also to identify dislocations towards new practices teachers, that is to the development of praxis REconectivas teachers in spaces of collective formation. - TeseVida extra: vivendo e aprendendo na indústria brasileira de gamesCaramello, Érika Fernanda (2019-03-13)
Centro de Educação, Filosofia e Teologia (CEFT)
The present thesis deals with the professional-teacher praxis of the researcher in higher education in the area of games, having as objects of study the creative process of the students, the games industry and the demands of the national Indian producers. The objects of study and the experience of the teacher and researcher in the games industry have delineated the research problem: how can the academic formation in undergraduate courses in the field of games contribute to the development of this national creative industry, promoting contemporary Brazilian identity? In order to answer the questioning, the hypothesis of the need for systemic reformulation of courses and pedagogical proposals is raised, especially regarding the valorisation of the creative process, with humanistic bases, to provide a critical view of the local culture. Thus, this research has as general objective to elaborate a proposal that collaborates with the formation of the professional for the national creative industry of games, contemplating local cultural questions and the contemporary demands. The theoretical framework is based on Novak (2010), Rogers (2012), McGonigal (2012), Castells (2000, 2001), Canclini (2015), Hall (2000), Ribeiro (2015), Adorno and Horkheimer (1947) and Anderson (2006). The research of qualitative character brings the documentary analysis that governs the superior courses of Technology in Digital Games and Bachelor of Games Design in Institutions of Higher Education (IES) in the city of São Paulo and metropolitan region. To test the hypothesis, in addition to the documents, interviews were conducted with professionals from the indie games producers, accompanied by bibliographical research, online, in periodicals and documents of the area. This thesis corroborates the bridge between what is offered in academia and what is demanded in industry, proposing to highlight the interdisciplinarity that values the areas of humanities and business, privileging Brazilian identity characteristics, to the detriment of purely technical and instrumental teaching, responsible by the reproduction of the hegemonic cultural industry of games.