Pedagogo na cultura digital: contribuição do design educacional para a práxis da polidocência no contexto híbrido

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dc.contributor.advisorHardagh, Claudia Coelho
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/4855101093806729por
dc.contributor.authorSanches, Leticia Rocha Justino
dc.creator.Latteshttp://lattes.cnpq.br/9110591419290582por
dc.date.accessioned2019-06-08T16:17:24Z
dc.date.accessioned2020-05-28T18:09:58Z
dc.date.available2020-05-28T18:09:58Z
dc.date.issued2018-12-19
dc.description.abstractThis 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.eng
dc.formatapplication/pdf*
dc.identifier.citationSANCHES, Leticia Rocha Justino. Pedagogo na cultura digital: contribuição do design educacional para a práxis da polidocência no contexto híbrido. 2018. 111 f. Dissertação (Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo, 2018.por
dc.identifier.urihttp://dspace.mackenzie.br/handle/10899/24663
dc.keywordsdigital cultureeng
dc.keywordsteacher trainingeng
dc.keywordspolitenesseng
dc.keywordseducational designeng
dc.languageporpor
dc.publisherUniversidade Presbiteriana Mackenziepor
dc.rightsAcesso Abertopor
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectcultura digitalpor
dc.subjectformação do pedagogopor
dc.subjectpolidocênciapor
dc.subjectdesign educacionalpor
dc.subject.cnpqCNPQ::CIENCIAS HUMANASpor
dc.thumbnail.urlhttp://tede.mackenzie.br/jspui/retrieve/18837/LETICIA%20ROCHA%20JUSTINO%20SANCHES.pdf.jpg*
dc.titlePedagogo na cultura digital: contribuição do design educacional para a práxis da polidocência no contexto híbridopor
dc.typeDissertaçãopor
local.contributor.board1Oliveira, Lucila Maria Pesce de
local.contributor.board1Latteshttp://lattes.cnpq.br/4867232275873194por
local.contributor.board2Vieira, Marili Moreira da Silva
local.contributor.board2Latteshttp://lattes.cnpq.br/3317058339527444por
local.publisher.countryBrasilpor
local.publisher.departmentCentro de Educação, Filosofia e Teologia (CEFT)por
local.publisher.initialsUPMpor
local.publisher.programEducação, Arte e História da Culturapor
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