Banner Portal
Teaching, technology and continuing teacher education
Vol. 7 No. 2 (2020), Experience reports
Vol. 7 No. 2 (2020)

Teaching, technology and continuing teacher education: short experience report developed under the Pedro II College teaching residency program in Rio de Janeiro

Experience reports
https://doi.org/10.20396/tsc.v7i2.14874
Published 2020-12-15
Michel Figueiredo de Souza
Duque de Caxias City Hall
http://orcid.org/0000-0002-7429-2873
Christine Sertã Costa
Federal University of Rio de Janeiro
https://orcid.org/0000-0002-8759-5590
Capa miniatura volume 7, número 2, ano 2020, contendo uma imagem de um fractal, o tema deste número (Educação Maker e Robótica Pedagógica)
PDF (Português (Brasil))

Keywords

Teaching and technology
Scratch
Continued education for teachers

How to Cite

SOUZA, Michel Figueiredo de; COSTA, Christine Sertã. Teaching, technology and continuing teacher education: short experience report developed under the Pedro II College teaching residency program in Rio de Janeiro. Tecnologias, Sociedade e Conhecimento, Campinas, SP, v. 7, n. 2, p. 108–121, 2020. DOI: 10.20396/tsc.v7i2.14874. Disponível em: https://econtents.bc.unicamp.br/inpec/index.php/tsc/article/view/14874. Acesso em: 19 may. 2024.
ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver

Download Citation

Endnote/Zotero/Mendeley (RIS) BibTeX

Abstract

The present paper presents the grouding of an introductory mini course regarding the Scratch platform, developed during the second semester of 2018 with the participants of the Pedro II School Residence Program. Its methodology sought to value autonomy, taking into account the conceptions of Paulo Freire's work. The supporting references were Seymour Papert's constructionism in dialogue with Ausubel's approach to meaningful learning and the work with technology proposed by Mitchel Resnick: project-based learning. The results point to the importance of encouraging the continuing education of teachers in the direction of building innovative projects. This qualification allows the promotion of autonomy, creative expression and collaborative work supported by technology and has potential positive consequences in the quality of teaching.

https://doi.org/10.20396/tsc.v7i2.14874
PDF (Português (Brasil))

References

AUSUBEL, D. Aquisição e Retenção de Conhecimentos: uma perspectiva cognitiva.

Tradução: Lígia Teopisto. 1a ed. Lisboa: Plátano Edições Técnicas, 2003.

BRAGA, D. B. Ambientes Digitais: reflexões teóricas e práticas. 1a ed. São Paulo: Cortez, 2013.

FREIRE, P. Pedagogia da Autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra, 1996. (Coleção Leitura)

GATTI, B. A.; NUNES, M. M. R. (Orgs.) Formação de professores para o ensino fundamental: estudo de currículos das licenciaturas em pedagogia, língua portuguesa, matemática e ciências biológicas. São Paulo: FCC/DPE, 2009. (Coleção Textos FCC, 29)

MORIN, E. Os sete saberes necessários à educação do futuro. Tradução: Catarina E. F. da Silva e Jeanne Sawaya; revisão técnica: Edgard de A. Carvalho. 2a ed. rev. São Paulo: Cortez; Brasília, DF: UNESCO, 2011.

PAPERT, S. The Children’s Machine: rethinking school in the age of the computer. New York: BasicBooks, 1993.

PISCHETOLA, M. Inclusão Digital e Educação: a nova cultura da sala de aula. Petrópolis: Vozes; Rio de Janeiro: Editora PUC-Rio, 2016.

PRENSKY, M. Digital natives, digital immigrants part 1. In: On the Horizon. September/October, 2001. Volume 9, Issue 5. p. 1-6. Disponível em: http://www.emeraldinsight.com/doi/pdfplus/10.1108/10748120110424816. Acesso em: 01 out. 2017.

RESNICK, M. Technologies for lifelong kindergarten. In: Educational Technology Research & Development. Vol. 46, no. 4, 1998. Disponível em: http://web.media.mit.edu/~mres/papers/lifelongk. Acesso em: 01 out. 2017.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright (c) 2020 Tecnologias, Sociedade e Conhecimento

Downloads

Download data is not yet available.