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Desafios Pedagógicos e Tecnológicos do Ensino a Distância na Escola Normal Superior Tchico Té
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| 1.67 MB | Adobe PDF |
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Abstract(s)
Em Guiné-Bissau a utilização das Tecnologia da Informação e Comunicação (TIC) pelos professores e alunos no processo educativo ainda é novidade. Dentre os principais obstáculos enfrentados pelo país, consta a falta de uma estrutura capaz de oferecer uma internet de qualidade. Ademais, porque a educação guineense é nova, com 51 anos de existência, são poucos os habitantes que possuem formação superior dentro do país. Uma alternativa para que ocorra a expansão da educação básica e secundária, seria agir estrategicamente com a formação de docentes, dentro do ensino superior. Esta pesquisa mapeia a viabilidade de implementar o ensino a distância (EaD) na Escola Normal Superior Tchico Té (ENSTT), a partir dos seguintes objetivos: i) conhecer os equipamentos e recursos tecnológicos da escola; ii) identificar o domínio da tecnologia pelos professores e alunos; iii) conhecer as práticas dos professores e obstáculos e desafios enfrentados na ação educativa a distância; iv) identificar condições tecnológicas para implementar ensino a distância. Neste sentido foi realizado um estudo de caso sobre a ENSTT, referência na capacitação de professores da educação secundária, de modo a analisar a viabilidade de implementar o ensino a distância na capacitação de professores. Através de formulário digital, e utilizando uma abordagem metodológica mista, alunos e professores foram inquiridos, totalizando 52 pessoas integrantes da ENSTT. Após a revisão bibliográfica e análise dos dados, foi corroborado que a Guiné-Bissau possui carências tecnológicas, mas que possui educadores interessados em melhorar a educação. Assim, esta pesquisa contribui com a temática, apresentando referências de que o EaD pode ser alcançado, mesmo diante das dificuldades tecnológicas do país, sendo essa adaptada às necessidades da população, ao idioma e aos recursos tecnológicos existentes. Isso é, agir inicialmente com as estratégias pedagógicas, e recursos que atualmente sejam mais acessíveis para os guineenses.
In Guinea-Bissau, the use of Information and Communication Technologies (ICT) by teachers and students in the educational process is still new. The country's main obstacle is the lack of a structure capable of offering quality internet. Furthermore, because Guinea-Bissau's education system is new, having existed for 51 years, few inhabitants have higher education there. One alternative for expanding basic and secondary education would be to act strategically with teacher training within higher education. This research maps the feasibility of implementing distance learning at Escola Normal Superior Tchico Té (ENSTT) based on the following objectives: i) to get to know the school's equipment and technological resources; ii) to identify the mastery of technology by teachers and students; iii) to get to know the practices of teachers and the obstacles and challenges faced in distance education; iv) to identify technological conditions for implementing distance learning. In this sense, a case study was carried out on the ENSTT, a reference in training secondary school teachers, to analyze the feasibility of implementing distance learning in teacher training. Through a digital form and using a mixed methodological approach, students and teachers were surveyed, totaling 52 members of the ENSTT. After the bibliographic review and data analysis, it was corroborated that Guinea-Bissau has technological deficiencies but that it has educators interested in improving education. Thus, this research contributes to the theme, presenting references that distance learning can be achieved, even in the face of the country's technological difficulties, by adapting to the population's needs, the language, and the existing technological resources. That is, acting initially with pedagogical strategies, a resource currently accessible to Guineans.
In Guinea-Bissau, the use of Information and Communication Technologies (ICT) by teachers and students in the educational process is still new. The country's main obstacle is the lack of a structure capable of offering quality internet. Furthermore, because Guinea-Bissau's education system is new, having existed for 51 years, few inhabitants have higher education there. One alternative for expanding basic and secondary education would be to act strategically with teacher training within higher education. This research maps the feasibility of implementing distance learning at Escola Normal Superior Tchico Té (ENSTT) based on the following objectives: i) to get to know the school's equipment and technological resources; ii) to identify the mastery of technology by teachers and students; iii) to get to know the practices of teachers and the obstacles and challenges faced in distance education; iv) to identify technological conditions for implementing distance learning. In this sense, a case study was carried out on the ENSTT, a reference in training secondary school teachers, to analyze the feasibility of implementing distance learning in teacher training. Through a digital form and using a mixed methodological approach, students and teachers were surveyed, totaling 52 members of the ENSTT. After the bibliographic review and data analysis, it was corroborated that Guinea-Bissau has technological deficiencies but that it has educators interested in improving education. Thus, this research contributes to the theme, presenting references that distance learning can be achieved, even in the face of the country's technological difficulties, by adapting to the population's needs, the language, and the existing technological resources. That is, acting initially with pedagogical strategies, a resource currently accessible to Guineans.
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Keywords
Desafios pedagógicos e tecnológicos Ensino a distância Guiné-Bissau