UNIVERSIDADE FUMEC FACULDADE DE CIÊNCIAS EMPRESARIAIS Mestrado Profissional em Sistema de Informação e Gestão do Conhecimento Carla Marise Canela Salles APRENDIZAGEM SIGNIFICATIVA E AS NOVAS TECNOLOGIAS NA EDUCAÇÃO A DISTÂNCIA

Belo Horizonte
2013 unpublished
AGRADECIMENTOS Este trabalho é fruto da colaboração de muitas pessoas. Dentre elas, gostaria de agradecer, especialmente. Às duas Instituições de Ensino Superior, por terem permitido a realização do trabalho; e aos entrevistados, que contribuíram para que a pesquisa fosse realizada. Ao Prof. Dr. Daniel Jardim Pardini, meu orientador, para quem os meus agradecimentos nunca serão suficientes. Ele, com inusitada sensibilidade, fez-me aprender a trilhar os caminhos da pesquisa e a dedicar-me ao meu
more » ... a dedicar-me ao meu objetivo. A todos os professores da FUMEC, pelo acompanhamento e incentivo que me auxiliaram em vários momentos de dúvidas e incertezas. Aos meus colegas e amigos, por terem dividido comigo as dificuldades, ansiedades, e por terem me auxiliado durante todo o tempo, pelo companheirismo e pela amizade. Aos meus pais Raimundo Nonato Malveira e Iracy Canela Malveira, pelos valores dados, por terem me mostrado a importância do estudo e por terem me dado condições de realizar esse sonho. Aos meus irmãos, pela amizade, incentivo e auxílio nos momentos mais difíceis desse percurso. Ao meu marido, Ivan Cançado e Salles, pela compreensão e amor, fatores essenciais para o desenvolvimento e a conclusão do trabalho. Aos meus amados filhos Izabella Salles e Felipe Salles, que souberam compreender a minha ausência temporária e me ajudaram a vencer mais esse desafio. 5 E, finalmente, a todos os meus familiares e amigos. Impossível mencioná-los todos. Os que me incentivaram e me deram força durante esse período. Obrigada! ABSTRACT This thesis aims to identify and analyze the critical factors of knowledge acquisition arising from the process of meaningful learning with the use of distance learning technologies (DL).With the consolidation of distance education and the emergence of learning practices mediated by new technological tools have expanded the studies designed to understand the adequation of teaching methodologies that seek to understand the dynamics of the knowledge produced in the virtual environment. Given this reality, the educational methodology in distance education must promote meaningful learning guided on constructivist theories to support the new technologies of information and communication. The research aimed to identify and analyze the critical factors of the acquisition of knowledge arising from the process of meaning learning with the use of distance learning technologies, identify the critical dimensions to be analyzed, highlight the difficulties and facilities of the adoption of meaningful learning and technologies of contemporary education at a distance, beyond the critical factors that underlie the use of technology understood as exploring the dimensions: active, constructive, cooperative, purposive and contextual. The methodology was a descriptive, qualitative approach being used a case study, an empirical study with six students and six teachers from two courses of distance learning institutions in the city of Belo Horizonte, from semi-structured interviews in a group focus. The studies presented show that from the perceptions of the two groups investigated, it was found that teachers consider printed tools, conceptual and more relevant to reach a meaningful learning while students value more the tools along with recreational resources considered by them more dynamic and interesting. Both groups investigated highlight how relevant resources such as texts, images, audios, videos, simulations, animations, links, pages, graphics, pictures enriching tolls such as forums, wikis, chats, twitter, blogs, faqs and others. It can be argued that in order to obtain the acquisition of the knowledge gained from the process of meaningful learning with the use of technologies, tools should be developed based on technological perspectives imprint dialogical and collaborative problem-solving with activities in which students become subject active in the construction of their own knowledge allowing the interaction of the learner with their contents to be worked in order to stimulate, challenge, thereby aiding their intellectual development.
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