A interatividade no Programa Ensino Médio Presencial com Mediação Tecnológica

Abstract

This thesis, developed under the Post Professional Graduate Program in Management and Public Education Evaluation Center for Public Policy and Evaluation eEducation the Federal University of Juiz de Fora, deals with the case management refers to the practice of Interaction Bidirectional in High School Project Classroom with Technology Mediation in the municipality of Tonantins - AM. The research brings the following guiding question: Why is the interaction between Professor Lecturer and students, at the time the lessons are transmitted is not the case as provided by the Pedagogical the PEMPMT, ie dialogical way in which they meet demands of each student? In order to examine this question, the research undertaken was based on a qualitative basis methodology, with the use of document analysis and questionnaires as data building instruments. The documentary analysis was carried out in didactic Guidelines and Bingo Tickets of classes. Since the questionnaire was offered to the students of two classes of 3rd series of the East PEMPMT Education, State School in San Francisco; two classroom teachers and ministering to twenty-four teachers of the aforementioned classes. This research had as theoretical reflections of authors such as Arantes (2010), Belloni (2012), Costa (2015), Dias (2010), Freire (1987), Levy (2001), Malhotra (2012), Moore ( 2013), Moran (2007), Peña (2012), Peters (2001), Cousin (2011), Valente (2003), Vygotsky (1991) and Zuin (2010). The results pointed to two main issues: i) the need to improve the use of interactive tools so that, there is an effective interaction between the participants in the educational process; III) the need for specific training to act as teacher of this type of education. From these findings, as a proposition that can empower the educational actors PEMPMT order to have an effective dialogue, seeking to develop the actions of construction of knowledge, mediated by ICT and quality in education are set out below: I) Recast Proposal pedagogic PEMPMT, so you can use the tools of two-way interactivity as the forum and the wiki, using 20% of asynchronous classes of the course; II) Development of a specific training course about the techniques and procedures that facilitate the mediation of knowledge to the classroom teacher Tonantins - AM. Thus, both the reorganization of the structure of the course as the qualitative use of interactive tools and specific training to work in this educational model, are key to improving the two-way interactivity of Mediated Education Project for Technology in Tonantins and therefore in Amazons.