Banca de DEFESA: ÁDILA DE LIMA FERREIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ÁDILA DE LIMA FERREIRA
DATE: 04/09/2020
TIME: 14:00
LOCAL: Videoconferência meet.google.com/hau-wtni-fmb
TITLE:

THE INVERTED CLASSROOM INTEGRATED TO DIGITAL TECHNOLOGIES IN CONTINUING TRAINING OF TEACHERS THAT ACT IN INTEGRAL HIGH SCHOOL

KEY WORDS:

Continuing Teacher Education. Inverted classroom. Digital Technologies. Integral High School.

PAGES: 80
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

The expanding scenario on the use of digital information and communication technologies is increasingly narrowing the distance between connections in physical and virtual spaces, thereby intensifying the teachers and students’ roles in the teaching-learning process. This conjuncture reflects, in a special way, in the teachers’ training, who need to assume new attitudes towards the use of technologies, breaking up with the very culture of a pedagogy traditionally carried out. The aspects presented and the specific problems of a school context, resulted in the understanding that a well-structured and mediated continued teacher education, through the integration of the inverted classroom (IAS) with digital tools, may promote moments of didactic reflection by teachers and consequently the incorporation in the teaching exercise. Thus, the central question that guided this research was: what are the contributions of the inverted classroom as an experimental model of continuous education for teachers working in Integral High School? In order to achieve answers to the questioning, it was defined as a general objective to analyze the experience of continuous education on the integration of IAS and digital technologies, with teachers from Integral High School of a state school in the city of Extremoz / RN. And as specific objectives: 1) Conduct a survey on the real conditions and needs for the experimental  implementation; 2) Elaborate the training course’s proposal, using IAS as content and methodology; 3) Develop the continuous training course based on IAS with teachers; 4) Assess the possible training process contributions to the expansion of teachers' professional knowledge, skills and incorporate into pedagogical practice. For this, the paradigms of qualitative research were followed, initially using the technical procedures of bibliographic research to build the theoretical framework of the study’s base categories: Teacher Education, in the light of scholars, Freire (1996), Perrenoud (2001), Ramalho, Nuñez and Gauthier (2003), Tardif (2011), Imbernón (2011) and Libâneo (2011) and the Inverted Classroom from Moran (2015), Bacich and Moran (2018), Bergmann and Sams (2018 ) and Valente (2014). The method was active research, based on Thiollent (2011) for the adaptation of the following conductive stages of the investigative process: exploration of the study site; construction of the proposal for continuous education; implementation of the experimental training model based on IAS; validation of the training process from the application of an interdisciplinary lesson plan by teachers; evaluation of general results achieved with the experiment; and external dissemination of the research. The results showed that the training contributed both to the improvement of professional knowledge, which refers to the conceptual and didactic understanding of IAS, and to the development of competence for the use of different digital tools integrated into the methodology. And through the validation stage, the need to continue investing in training for the use of digital technologies with a focus on methodological innovation became evident. Despite the difficulties imposed by an educational context in Covid-19 pandemic times, teachers were able to take advantage of experiences of continuing education and giving a new meaning to their practice. Finally, given all the possibilities envisioned in this research, it is expected to provide important subsidies, mainly for the education of the Rio Grande do Norte State and the school institutions themselves in the valorization, maintenance and restructuring of the permanent processes of improvement of their professionals.

BANKING MEMBERS:
Presidente - 052.287.084-80 - AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI - UFRN
Interna - 3229319 - APUENA VIEIRA GOMES
Interna - 2453560 - MARIA CRISTINA LEANDRO DE PAIVA
Externo à Instituição - ALEX SANDRO COUTINHO SANT ANA - UFERSA