Relato de uma jornada de estudos cocriada com professores da rede pública municipal de Mormaço sobre o paradigma da Educação OnLIFE

Abstract

This text refers to the master's dissertation, allocated to the line of research Educational Practices in the teaching of Science and Mathematics, explaining the investigation and its expectations. The study starts from the need to propose support material, in the form of an educational product, co-created with the teachers participating in the OnLIFE Study Journey on Education. The urgency for this investigation was due to the problematization of the present time in which the Study Journey was held in the Municipality of Mormaço/RS in 2021, when classes were taking place in a staggered manner, due to the Covid-19 Pandemic and the use of Digital Technologies (DT) were present in the daily school life of schools. This aspect, which leads to the central question of the research thus expressed: in which of the following perspectives: use, appropriation or creation, are DTs part of the teaching practice of the teachers participating in the Study Journey? Seeking to answer this question, the present study aims to investigate from which perspective DTs are forming part of the teaching practice of teachers participating in the OnLIFE Education Study Day. This Journey, which was developed throughout 2021, together with Early Childhood Education and Elementary School teachers from the municipal education network of Mormaço/RS, addressed the OnLIFE Education Paradigm based on the studies of Floridi (2014), Schlemmer (2020) and Moreira (2020). Methodologically, the research is characterized as a qualitative approach and had an online form and semi-structured interviews as data collection instruments. Content Analysis was used to analyze the data, with the a priori categories entitled "About the Journey"; Use of Methodology; Appropriation and Coupling. The results indicate that the development of teaching learning related to digital technologies continues to be implemented, although less frequently, during the period of return to in-person classes. However, the results also show that the approach of DT is from the perspective of appropriation. Finally, it is worth mentioning that the study gave rise to an Educational Product that serves as a guide for the Google Classroom and Google Jamboard platforms for Science and Mathematics teachers in the basic network. This Educational Product is available for free access on the EduCapes Portal (https://educapes.capes.gov.br/handle/capes/741454), as well as on the program's website (www.upf.br/ppgecm) and on the PPGECM educational products website (www.upf.br/produtoseducacionais).