Uma abordagem pedag??gica baseada em Vigotski com tecnologias digitais de informa????o e comunica????o para o ensino de Biologia

Autor: Neves, Kiandro de Oliveira Gomes, https://orcid.org/0000-0003-0017-5372
Přispěvatelé: Magalh??es Netto, Jos?? Francisco de, Pio, Jos?? Luiz de Souza, Maia, Jair Max Furtunato
Jazyk: portugalština
Rok vydání: 2020
Předmět:
Zdroj: Biblioteca Digital de Teses e Dissertações da UFAM
Universidade Federal do Amazonas (UFAM)
instacron:UFAM
Popis: Submitted by Divis??o de Documenta????o/BC Biblioteca Central (ddbc@ufam.edu.br) on 2020-05-29T20:35:25Z No. of bitstreams: 2 Reprodu????o N??o Autorizada.pdf: 47716 bytes, checksum: 0353d988c60b584cfc9978721c498a11 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Approved for entry into archive by Divis??o de Documenta????o/BC Biblioteca Central (ddbc@ufam.edu.br) on 2020-06-01T14:03:09Z (GMT) No. of bitstreams: 2 Reprodu????o N??o Autorizada.pdf: 47716 bytes, checksum: 0353d988c60b584cfc9978721c498a11 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Made available in DSpace on 2020-06-01T14:03:09Z (GMT). No. of bitstreams: 2 Reprodu????o N??o Autorizada.pdf: 47716 bytes, checksum: 0353d988c60b584cfc9978721c498a11 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2020-05-08 Bearing in mind the challenges present in the process of teaching and learning Biology, as well as, in the potential of Digital Information and Communication Technologies ??? Digital ICT for the creation of a new scenario in education that meets the needs raised by the National Common Curriculum Base - CNBC, the objective of this study was to evaluate the construction of knowledge in Biology from a Pedagogical Approach , based on Vigotski, with the inclusion of Digital Information and Communication Technologies. Thus, this study was based on the analysis of Vigotski's view on Development Zones, as well as, in the understanding of education, technologies and biology in the CNBC and on the identification of the potentialities of the inclusion of Virtual Learning Environments - VLE in education. To achieve the stipulated objective, a qualitative and quantitative study was elaborated, in the case study modality, with questionnaires as data collection tools. The study was developed in a full-time center, located in the North Zone of the city of Manaus / AM, and, meeting ethical criteria, we chose 52 students and a teacher of the discipline of Biology of the third grade of high school. In this public, the view on the discipline of Biology and the use of Digital ICT was identified, as well as the perception after immersion in the VLE and teaching intervention. From the application of a pedagogical approach with the identified previous knowledge, about ecological relations, as well as, the post-immersion knowledge in the VLE, with the help of Chatbot, and the knowledge after the teacher's intervention, making it possible to transpose to the Development Zones based on Vigotski. Thus, with the implementation of the study, it was observed the antagonism between the need, on the part of the students, to include Digital ICT in the process of teaching and learning biology, in view of the teacher's contrary argument, justifying the lack of autonomy of the students for the use of these tools. Thus, as, the positive view of the public about the discipline and the emphasis on the complexity in certain content, leading to the need for help offered by the Digital ICT. From the analysis of the Development Zones, it was identified that more than 80% of the class progressed in the theme, showing significant contributions from the approach used. In addition, it was observed, through the final speech of the teacher, the change in their initial perception, placing the Digital ICT as promoters of autonomy and facilitator in the teaching practice. The study, in this way, contributed significantly to the promotion of the way of teaching and learning Biology, but ran into some challenges, such as the unpreparedness of students for a more active role in the construction of knowledge and technological limitation in the face of some needs of the class. It???s concluded that the approach used was significant for the transposition of content into reality and to solve many of the challenges that permeate the teaching and learning of Biology, besides providing the teacher with a tool to achieve the expectations raised in the Common National Curriculum Base. Tendo em mente os desafios presentes no processo de ensino e aprendizagem de Biologia, assim como, na potencialidade das Tecnologias Digitais de Informa????o e Comunica????o ??? TDIC para a cria????o de um novo cen??rio na educa????o que atenda ??s necessidades levantadas pela Base Nacional Comum Curricular - BNCC, o objetivo deste estudo foi Avaliar a constru????o de conhecimentos em Biologia a partir de uma Abordagem Pedag??gica, baseada em Vigotski, com a inclus??o de Tecnologias Digitais de Informa????o e Comunica????o. Desta forma, este estudo embasou-se na an??lise da vis??o de Vigotski sobre as Zonas de Desenvolvimento, assim, como, no entendimento da educa????o, das tecnologias e da Biologia na BNCC e na identifica????o das potencialidades da inclus??o de Ambientes Virtuais de Aprendizagem - AVA na educa????o. Para alcan??ar o objetivo estipulado elaborou-se um estudo de cunho qualitativo e quantitativo, na modalidade de estudo de caso, com question??rios como ferramentas de coleta de dados. O estudo foi desenvolvido em um centro de tempo integral, localizado na Zona Norte da cidade de Manaus/AM, e, atendendo a crit??rios ??ticos, escolheu-se 52 alunos e um professor da disciplina de Biologia da terceira s??rie do ensino m??dio. Identificou-se, neste p??blico, a vis??o sobre a disciplina de Biologia e o uso de TDIC, assim como a percep????o ap??s imers??o no AVA e interven????o docente. A partir da aplica????o de uma abordagem pedag??gica com a identificouse os conhecimentos pr??vios, sobre rela????es ecol??gicas, assim, como, os conhecimentos p??s imers??o no AVA, com aux??lio do Chatbot, e os conhecimentos p??s interven????o do professor, tornando-se poss??vel a transposi????o para as Zonas de Desenvolvimento baseado em Vigotski. Desta forma, com implementa????o do estudo, observou-se o antagonismo entre a necessidade, por parte dos alunos, da inclus??o de TDIC no processo de ensino e aprendizagem de biologia, frente a argumenta????o contr??ria do professor, justificando-se na falta de autonomia dos discentes para a utiliza????o destas ferramentas. Assim, como, a vis??o positiva do p??blico sobre a disciplina e o destaque para a complexidade em determinados conte??do, levando a necessidade de aux??lio oferecido pelas TDIC. A partir da an??lise das Zonas de Desenvolvimento identificou-se que mais de 80% da turma progrediu no tema, mostrando-se contribui????es significativas da abordagem utilizada. Al??m disso, observou-se, por meio da fala final do professor, a mudan??a em sua percep????o inicial, colocando as TDIC como promovedoras de autonomia e facilitadora na pr??tica docente. O estudo, desta forma, contribuiu significativamente para a dinamiza????o da forma de ensinar e aprender Biologia, mas esbarrouse em alguns desafios, como o despreparo dos alunos para um papel mais ativo na constru????o de conhecimentos e a limita????o tecnol??gica frente a algumas necessidades da turma. Concluise que a abordagem utilizada foi significativa para a transposi????o do conte??do para a realidade e para resolver muitos dos desafios que permeiam o ensino e aprendizagem de Biologia, al??m de fornecer ao professor uma ferramenta para alcan??ar as expectativas levantadas na Base Nacional Comum Curricular. 29/05/2020 - 14/09/2021
Databáze: OpenAIRE
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