TEACHER TRAINING OF BASIC EDUCATION FROM THE PERSPECTIVE OF CREATIVE LEARNING
DOI:
https://doi.org/10.23925/1809-3876.2020v18i4p1879-1894Keywords:
Continuing Education, Creative Learning, TPACK, Resume.Abstract
This paper aims to analyze the impact of the actions of the Directory of Policies and Educational Technologies of the State Department of Education of Paraná, between the years 2016 to 2018, in the light of the concept of Creative Learning and the theory of the 4 Ps. It is also based on the theoretical model Technological Content Pedagogical Knowledge (TPACK), which summarises the intersection among pedagogical, content and technological knowledge necessary for a teaching action integrated with technology. The methodology of this qualitative study involved the description of a formative process of teachers from the state of Paraná. Data were collected after finishing the course. The observation of the teachers continuous training addressing active methodologies demonstrated the difficulty in bringing such methodologies closer to the curriculum contents, as well as the complexity of implementing innovative practices in a school culture based on traditional practices.References
ACKERMANN, Edith. Tools for constructive learning: rethinking interactivity. Massachusetts Institute of Technology Media Laboratory. Epistemology and Learning Group. Epistemology & Learning Memo No. 15, 1993. Disponível em: https://web.media.mit.edu/~edith/publications/1993-tools%20for.const.%20E&L.pdf. Acesso em: 02 mar. 2020.
ALMEIDA, Maria Elizabeth Bianconcini de; VALENTE, José Armando. Tecnologias e currículo: Trajetórias convergentes ou divergentes? São Paulo: Paulus, 2011.
KOEHLER, Matthew J.; MISHRA, Punya. What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, v. 9, n. 1, 2009. Disponível em: http://www.citejournal.org/vol9/iss1/general/article1.cfm. Acesso em: 01 jul. 2019.
MISHRA, Punya; KOEHLER, Matthew. Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054, 2006.
PAPERT, Seymour. A máquina das crianças. Porto Alegre: Artes Médicas, 1994.
PAPERT, Seymour; HAREL, Idit. Situating constructionism. In: HAREL, I.; PAPERT, S. (Ed.). Constructionism. Norwood: Ablex Publishing Corporation, 1991. Disponível em: http://www.papert.org/articles/SituatingConstructionism.html. Acesso em: 10 jul. 2019.
RESNICK, Mitchel. Give P’sachance: Projects, Peers, Passion, Play. In: Proceedings of Constructionism and Creativity Conference, Vienna, Austria, 2014.
SCHELLER, Morgana; VIALI, Lori; LAHM, Regis Alexandre. A Aprendizagem no contexto das tecnologias: uma reflexão para os dias atuais. CINTED- Novas Tecnologias na Educação, [S. l.], dezembro 2014. Disponível em: https://seer.ufrgs.br/renote/article/view/53513 . Acesso em: 11 jul. 2019.
SHULMAN, Lee. S. Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), pp. 1-22, 1987.
VALENTE, José Armando. Por quê o computador na educação. In: VALENTE, José Armando (Org.). Computadores e conhecimento: repensando a educação. 2. ed. Campinas: Gráfica Unicamp, 1998. p. 29-53.
VALENTE, José Armando. Integração do pensamento computacional no currículo da educação básica: diferentes estratégias usadas e questões de formação de professores e avaliação do aluno. Revista e-Curriculum, São Paulo, v. 14, n. 3, p. 864-897, jul./set.2016. Disponível em: http://revistas.pucsp.br/index.php/curriculum. Acesso em 28 mar. 2020.
Downloads
Published
Issue
Section
License
Os autores concedem à revista todos os direitos autorais referentes aos trabalhos publicados. Os conceitos emitidos em artigos assinados são de absoluta e exclusiva responsabilidade de seus autores.Todo o conteúdo da Revista e-Curriculum é aberto para acesso público, propiciando maior visibilidade, alcance e disseminação dos trabalhos publicados.
