Recursos Educacionais Abertos: contextualização da Tecnologia da Informação e Comunicação em uma escola na comunidade ribeirinha do município de Juruti/PA
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2019-08-28Autor
PEREIRA, Ana Pâmela Guimarães
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It is a time when technological advances allow people more connectivity, changes in the forms of communication and search for information, producing and sharing content – a reflection of a digital culture in society - demanding a new relationship with knowledge. However, even with the reverberation of technological use in social reality, Brazilian daily practices within schools are configured with poor internet access and sometimes nonexistent for a significant portion of the population. Information and Communication Technologies (ICTs) are still considered as auxiliary in administrative processes, and not as part of pedagogical projects. This research deals with Open Educational Resources (OER), a movement that aims to promote the quality of teaching and bring innovation into the education system. In Brazil, the advance of agreement in the educational scenario is Illustrated by the inclusion of OER in the National Education Plan (PNE 2014-2024). As an allowance, the appeal was provided in a case study procedure at Sabino Pinheiro de Matos Municipal School, located in a riverside community of Juruti / PA. The research examined the possibilities of using OER as ICT in teaching didactics, with a view to understanding the geographical aspects and the cultural mosaic of the Amazon region. Data collection occurred during the work sessions in the form of a discussion group, by applying a questionnaire and recording impressions in a research diary, with selected teachers from the school itself. Given this context, which prints reports and challenges of using ICT to deepen knowledge and create ways of interaction and production of new knowledge, we point out a path that provides methodologies and resources that allow sharing and co-creation and, consequently, leverage the role of teachers. -authors, with the observance of traditional curriculum and local knowledge. In this sense, we add and see the need for further studies that foster discussion about OER, especially regarding access, in order to think about the possibility and potentiality of a democratization of knowledge and the construction of new configurations of knowledge. teaching and learning, in a region that adds the paradox of the richness of natural resources and the lack of expressiveness in terms of technological knowledge to education.
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