Navegando por Assunto "Digital information and communication technologies"

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Acesso aberto (Open Access)
Aprendi no insta! : os studygrams e a educação online de biologia
(Universidade Federal do Pará, 2022-08-30) COELHO, Yuri Cavaleiro de Macêdo; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
Studygrams are profiles on the social network Instagram that share different types of digital content with an educational, informative and instructional bias, such as study routines and materials. The growth of this type of profile highlights the need for contemporary society to learn, teach and obtain information in ways different from traditional ones. Faced with this new movement in the use of social networks on the internet in education, this study aimed to understand the difficulties and possibilities of using Studygrams in the context of teaching Biology learning and training for citizenship, in online education initiatives in higher education. . The research is characterized as qualitative, within the approaches of netnographic research and research-education in cyberculture. The information was recorded in a hypertextual field notebook and submitted to Discursive Textual Analysis. In the netnographic research, we explored ten Studygrams with high engagement that published content related to Biology. The context of research-training in cyberculture was based on an Interactive Didactic Design (IDD) for the creation and management of 17 Studygrams, implemented in a private Higher Education Institution in Belém, capital of the state of Pará, with 154 students from the area of health – Nutrition, Physiotherapy and Pharmacy – who were studying Histology and Embryology. The results reveal that Studygrams represent a new culture of learning and teaching, which can be used in online Biology education as a source of information and a space for carrying out activities. The IDD activities allowed students to approach histological knowledge in an informative, explanatory, critical, interdisciplinary and contextualized way; to elaborate and share (co)authorships and academic experiences; and horizontalize the relationship with the teacher. On the other hand, students reported difficulties in selecting, organizing and presenting in a succinct, logical and creative way the large amount of information available on the internet on the topics covered. Although they emphasize that real-time monitoring of the dynamics and actions of the teams and their Studygrams demands time, planning, organization and increases the workload outside the classroom, the professors-researchers point out that working in online Biology education potentiated co-participation in (co)authorship shared virtually; the exercise of creative capacity of pedagogical intentions for hypertextual, interactive and plural environments; the appropriation of the continuous training path; and the resignification of teaching and training experiences. The experiences with the IDD raised elements with the potential to guide processes of evaluation of the learning of biological contents and the development of values and attitudes towards citizenship, as well as to support the construction of evaluation instruments capable of bringing data on the real impact of the IDD and providing opportunities reflections on students' understanding and performance; the obstacles that prevent them from achieving better performances and developments; and the different skills that can be promoted in online Biology education in higher education.
Acesso aberto (Open Access)
O podcast como recurso pedagógico para professores de ensino religioso
(Universidade Federal do Pará, 2020-05-05) GONÇALVES, William Teixeira; SEIXAS, Netília Silva dos Anjos; http://lattes.cnpq.br/2301685130625189
Religious Education is constituted as an area of knowledge in Basic Education and as an integral part of the school curriculum, with optional enrollment for the student. The object of study in this area is the religious knowledge about the different beliefs and practices existing in Brazilian society, aiming at the integral education of the citizen. However, from informal conversations with professionals in the area, it was found that there are few didactic materials and pedagogical resources that work the curricular component from this perspective. Considering this, and added to the need to think about Digital Information and Communication Technologies (DICT) in the scope of teaching-learning, this thesis had as general target the produce a podcast to demonstrate for teachers work in Religious education the possibilities of this media as an alternative pedagogical resource to explore themes related to the religious diversity of Brazil. The study started from the following guiding question: How can podcast contribute to the teaching practice of Religious Education teachers? In this sense, there was the design and production of a podcast with four episodes as a demonstration of the media an pedagogical resource, based on DICT, to be explored in the approach of themes related to the religious phenomenon. To achieve this end, research of an exploratory nature and of a qualitative approach was carried out, in which a bibliographic survey was carried out on Religious Education, Religious Studies, DICT, digital media and podcast for theoretical foundation of the proposed product, in addition to documentary research on legislation about Religious Education in Basic Education. The episodes of the pilot podcast covered Buddhism, Spiritism and the podcast media itself, all of which underwent a validation process through the constitution of a Panel of Experts, composed by teachers working in the area of Religious Studies and Religious Education. The evaluation by the experts aimed to verify the quality of the product and the feasibility of its use for the classroom. The experts listened to the episodes and filled out a form made available via Google Forms, with closed and open questions. The results of the product validation process indicate that there is a good receptivity in the area in relation to the use of this media in Religious Education, but for its effective viability as a pedagogical resource, it is necessary to be aware of technical issues, such as the availability of equipment for recording and editing and access to the Internet by teachers and students, as well as appropriate guidelines for dealing with these instruments. Defining the format and style of language to be used in addressing the themes is also a relevant item pointed out in the evaluation, since as a pedagogical resource the objective is to dialogue with students, so the planning of the podcast must consider the context for which it is proposed. The presence of DICT in education is a fact today and the podcast, one of the consequences of these technologies, can bring to this teaching a contribution to the approach of the religious phenomenon.