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A produção de objetos educacionais digitais multi-hipermidiáticos: exercício de autoria docente na formação
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Abstract(s)
Este estudo em andamento visa ao aprofundamento dos conhecimentos acerca da autoria docente para a realização da atividade educativa, bem como a discussão sobre as possibilidades de uma arquitetura colaborativa de práticas pedagógicas autorais na construção de objetos educacionais multi-hipermidiáticos. Tem como objetivo mais amplo, compreender como os professores da área de Linguagens, Códigos e suas Tecnologias, no Ensino Médio, mobilizam saberes para a produção de objetos educacionais multi-hipermidiáticos, como exercício de autoria, no contexto da cultura digital. Discute, portanto, a autoria docente a partir dos fundamentos teóricos da linguagem como campo polissêmico, considerando a diversidade de linguagens que se constroem no contexto da cultura digital. Como aporte epistemológico, optou-se pela etnometodologia, cuja abordagem está voltada para o estudo das atividades práticas cotidianas, que os sujeitos utilizam para criar sentidos e produzir os fatos sociais. Ademais, propõe uma reflexão sobre autoria docente na formação permanente de professores(as), através da pesquisa colaborativa desenvolvida na interlocução entre universidade e escola. Nesse sentido, esta pesquisa tem como foco a reflexão sobre a formação permanente, a articulação das seguintes concepções: autoria docente; saberes experienciais; dialogicidade; conhecimento-emancipação. Fundamentado nessa compreensão, concebemos o professor como sujeito capaz de descrever, interpretar e construir o mundo social, reconhecendo a sua capacidade reflexiva e interpretativa, inerente a todo autor/ator social.
This ongoing study aims at diving into knowledge about teaching authorship for accomplishment of educational activities, as discussion about the possibilities of a collaborative architecture of authorial pedagogical practices in the construction of multi-hypermedia educational objects. Its wider objective is to understand how High School teachers in the area of Language, Codes and Its technologies mobilize knowledge for the production of multi-hypermedia educational objects, as an exercise of authorship, in the context of digital culture. It discusses, however, teaching authorship from theoretical foundations of language as a polysemic field, considering the diversity of languages that are built in the context of digital culture. As an epistemological base, ethnomethodology was chosen, whose approach is focused on studing the everyday practical activities in which subjects use to create meanings and produce social facts. Furthermore, it proposes a reflection on teacher authorship in the ongoing training of teachers, through collaborative research developed in the dialogue between university and school. Following the sense, this research focuses on the reflection of permanent training the articulation of the next concepts: teacher authorship; experiential knowledge; dialogicity; knowledge-emancipation. On this understanding we conceive the teacher as a subject capable of describing interpreting and building the social world, recognizing the reflective and interpretive capacity, inherent to every author/social actor.
This ongoing study aims at diving into knowledge about teaching authorship for accomplishment of educational activities, as discussion about the possibilities of a collaborative architecture of authorial pedagogical practices in the construction of multi-hypermedia educational objects. Its wider objective is to understand how High School teachers in the area of Language, Codes and Its technologies mobilize knowledge for the production of multi-hypermedia educational objects, as an exercise of authorship, in the context of digital culture. It discusses, however, teaching authorship from theoretical foundations of language as a polysemic field, considering the diversity of languages that are built in the context of digital culture. As an epistemological base, ethnomethodology was chosen, whose approach is focused on studing the everyday practical activities in which subjects use to create meanings and produce social facts. Furthermore, it proposes a reflection on teacher authorship in the ongoing training of teachers, through collaborative research developed in the dialogue between university and school. Following the sense, this research focuses on the reflection of permanent training the articulation of the next concepts: teacher authorship; experiential knowledge; dialogicity; knowledge-emancipation. On this understanding we conceive the teacher as a subject capable of describing interpreting and building the social world, recognizing the reflective and interpretive capacity, inherent to every author/social actor.
Description
Keywords
Autoria docente Objetos educacionais multi-hipermidiáticos Formação permanente Authoral teaching Educational objects Multi-hypermedia Permanent training