Centre of 20th Century Interdisciplinary Studies

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Organizational Unit

Publications

Tecnologias digitais associadas a práxis socioculturais: análise de práticas educativas no Brasil e em Portugal

Publication . Ramos, Samantha; Moreira, J. António

Os ambientes virtuais e as potencialidades das tecnologias digitais trouxeram novos e desafios para a comunidade escolar. Um dos principais desafios prende-se com a necessidade de conceber novos cenários de aprendizagem com recurso às tecnologias digitais e aos ambientes virtuais. Considerando estudos realizados no Brasil e em Portugal, esta investigação analisa práticas educativas elaboradas e implementadas em contextos educacionais que envolvem estes ambientes virtuais e tecnologias digitais associadas a práxis sociocultural a partir dos conceitos de desencapsulação do currículo, atividades sociais como base para o ensino, aprendizagem expansiva e competências profissionais e de vida. A partir de uma abordagem qualitativa, identificámos que as práticas educativas envolvem orientações pedagógicas cujas atividades, em cenários enriquecidos com tecnologias digitais, são realizadas de forma colaborativa e resultam em produtos educacionais que se configuram na própria resolução da atividade. Os resultados sugerem que as práticas educativas analisadas, de fato, envolvem tecnologias digitais associadas à práxis sociocultural uma vez que a comunidade de aprendizagem é o foco central na mobilização do trabalho desenvolvido pelos atores humanos e revela os valores que influenciam no agir e as ações pedagógicas são pensadas

2023Journal article

Open access

Technologies and digital competences in Portuguese education: history of its integration in pedagogical practices since the beginning of the 20th Century

Publication . Trindade, Sara Dias; Moreira, J. António

This study aims to analyse the evolutionary context of the introduction of technology in Portuguese schools, from the beginning of the 20th century to the present day, and to identify the digital competences of Portuguese teachers at different educational levels. The analysis, qualitative and quantitative in nature, allowed us to conclude that technologies had a slow diffusion in Portuguese schools, because of the scarcity of resources and residual investment in teacher training, giving the use of technology in school a more irregular and playful character rather than truly integrated in pedagogical practices to promote the quality of learning. Although in recent years there has been still some conservatism in the use of technology, very focused on its instrumental use, there have been more practices with pedagogical intent and more focused on the active participation of students, also noting the growing importance of teacher training in this field of digital technologies, with the aim of making teachers more competent and fluent in the pedagogical use of digital. Furthermore, the study focused on the teachers' perception of their digital competences in three dimensions: the teachers' professional and pedagogical competences and the students' competences from the DigCompEdu framework and the self-assessment questionnaire of digital competences built from the same framework - DigCompEdu Check-In. The analysis of the answers obtained in this questionnaire (collected from the participation of 434 teachers of Basic and Secondary Education and 118 of Higher Education) showed that teachers need to increase their levels of digital proficiency through specific training, since they present, globally, a moderate level of digital proficiency - level B1 -Integrators- being the areas 4 - Evaluation - and 6 - Digital empowerment of students, the ones that present the greatest weaknesses.

2023Journal article

Open access