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Ensino presencial mediado por tecnologia no Estado do Amazonas: um projecto de intervenção
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| 4.47 MB | Adobe PDF |
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Abstract(s)
Neste estudo, nosso objetivo foi o de identificarmos os pontos considerados, na percepçãodos utilizadores, como fortes e fracos, inerentes ao processo de ensino e de aprendizagem cuja metodologia é baseada no Ensino Presencial Mediado por Tecnologia e é desenvolvida no Estado do Amazonas/Brasil, no âmbito do Centro de Mídias de Educação do Amazonas (CEMEAM). Para alcançarmos os resultados, utilizamos métodos quantitativos e qualitativos, lançando mão de uma abordagem de triangulação de fontes, obtendo dados oriundos de três contextos diferenciados: CEMEAM, Comunidade São Francisco - Manacapuru/Brasil, além da escola dessa localidade, com intuito de observarmos as atividades desenvolvidas e a recepção de tais ações pelos utilizadores. Os resultados revelaram que o processo de ensino e de aprendizagem que foi objeto desta investigação apresenta muitos aspectos positivos, contudo as questões levantadas pelos utilizadores augerem que se tomem medidas, nas esferas: comunitária, municipal e estadual, que sejam planejadas e efetivadas a fim de sanar pontos fracos e impactantes na metodologia do Ensino Presencial Mediado por Tecnologia.
In this study, our objective was to identify the points considered, under their users’ perception, as strong and weak inherent to the teaching and learning process whose methodology is based on the Presence Teaching Mediated by Technology and is developed in the State of Amazonas / Brazil, on the Amazonas Education Media Center (CEMEAM). In order to reach the results, we used quantitative and qualitative methods, using a triangulation approach, obtaining data from three different contexts: CEMEAM, São Francisco-Manacapuru Community / Brazil, as well as the school in this locality, with the purpose of observing educational activities and developed techniques such as the reception of these actions. The results showed that the teaching and learning process that has been the subject of this research shows many positive aspects, however, it is necessary that measures at the community, municipal and state levels are planned and carried out in order to remedy weaknesses and impact situations in the methodology of the Presence Teaching Mediated by Technology.
In this study, our objective was to identify the points considered, under their users’ perception, as strong and weak inherent to the teaching and learning process whose methodology is based on the Presence Teaching Mediated by Technology and is developed in the State of Amazonas / Brazil, on the Amazonas Education Media Center (CEMEAM). In order to reach the results, we used quantitative and qualitative methods, using a triangulation approach, obtaining data from three different contexts: CEMEAM, São Francisco-Manacapuru Community / Brazil, as well as the school in this locality, with the purpose of observing educational activities and developed techniques such as the reception of these actions. The results showed that the teaching and learning process that has been the subject of this research shows many positive aspects, however, it is necessary that measures at the community, municipal and state levels are planned and carried out in order to remedy weaknesses and impact situations in the methodology of the Presence Teaching Mediated by Technology.
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Keywords
EaD Dificuldades Acesso a educação Ensino aprendizagem Ribeirinhos EaD Dificulties Education access Teaching Learning River residents