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A consciência do professor na orquestração de atividades de aprendizagem em movimento: uma prática gamificada móvel inventiva
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| 3.08 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Os espaços contemporâneos desafiam constantemente o setor educacional a ressignificar epistemologias e práticas que promovam a aprendizagem emancipatória e cidadã. Nessa reconfiguração, a aprendizagem em movimento apresenta potencial pedagógico nos aspectos físico e no desenvolvimento de habilidades interpessoais, mas apresenta desafios no acompanhamento desse processo em espaços geográficos amplos e fora do alcance visual do professor. A prática pedagógica gamificada móvel inventiva MOBinvent é analisada enquanto estudo de caso para compreender como aspectos relevantes dessas atividades em movimento permitem ao professor tomar consciência do que ocorre no processo. Elementos de prova das unidades de análise constituem cadeias de evidências a respeito das proposições e explicitam quais aspetos contribuem para que essa consciência seja maior nas atividade acompanhadas pelo professor, face às atividades realizadas por estudantes sem acompanhamento. Esta explicitação poderá orientar desenvolvimento futuro de instrumentos tecnológicos de apoio à colmatação deste diferencial, proporcionando maior liberdade e assertividade na orquestração pedagógica.
Contemporary spaces constantly challenge the educational area to reinvent epistemologies and practices that promote emancipatory and citizen learning. In this reconfiguration, the mobile learning presents pedagogical potential in physical and soft skills development aspects, but presents challenges in the monitoring of this process in wide geographical spaces out of the teacher's visual reach. The gamified mobile inventive pedagogical practice MOBinvent, presented here through a case study, aims to understand how relevant aspects of mobile learning activities promote teacher awareness during the process. Evidence elements from the units of analysis constitute chains of evidence regarding the propositions and clarify which aspects contribute to teacher's awareness of monitored activities, in contrast with what occurs in activities carried out by unsupervised students. This clarification may guide future development of technological instruments to support the closure of this divide, contributing to greater teacher awareness regarding activities carried out by unsupervised students, providing greater freedom and assertiveness in pedagogical orchestration.
Contemporary spaces constantly challenge the educational area to reinvent epistemologies and practices that promote emancipatory and citizen learning. In this reconfiguration, the mobile learning presents pedagogical potential in physical and soft skills development aspects, but presents challenges in the monitoring of this process in wide geographical spaces out of the teacher's visual reach. The gamified mobile inventive pedagogical practice MOBinvent, presented here through a case study, aims to understand how relevant aspects of mobile learning activities promote teacher awareness during the process. Evidence elements from the units of analysis constitute chains of evidence regarding the propositions and clarify which aspects contribute to teacher's awareness of monitored activities, in contrast with what occurs in activities carried out by unsupervised students. This clarification may guide future development of technological instruments to support the closure of this divide, contributing to greater teacher awareness regarding activities carried out by unsupervised students, providing greater freedom and assertiveness in pedagogical orchestration.
Description
Keywords
Aprendizagem em movimento Gamificação Inventividade Orquestração pedagógica Consciência Mobile learning Gamification Inventivity Pedagogical orchestration Awareness
Citation
Lima C., Morgado L., Schlemmer E. (2020). A consciência do professor na orquestração de atividades de aprendizagem em movimento: uma prática gamificada móvel inventiva. APEduC Revista/APEduC Journal, 1(2), 30-51