v. 4 (2022): Janeiro-Dezembro: publicação contínua
Artigo original

Experiência educacional na virtualidade. Percepções de futuros instrutores sobre uma agência em construção

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INFORME DE REVISIÓN (Español (España))
Daiana Yamila Rigo
National University of Río Cuarto
Biografia
Guadalupe Guarido
National University of Río Cuarto
Biografia
Stefania Amaya
National University of Río Cuarto
Biografia
Lucía Llanes
National University of Río Cuarto
Biografia
DOI: https://doi.org/10.37073/puriq.4.361

Publicado 2022-08-13

Palavras-chave

  • Agência colaborativa e projetiva,
  • engajamento,
  • formação de professores,
  • virtualidade

Como Citar

Rigo, D. Y., Guarido, G., Amaya, S., & Llanes, L. (2022). Experiência educacional na virtualidade. Percepções de futuros instrutores sobre uma agência em construção. Puriq, 4, e361. https://doi.org/10.37073/puriq.4.361

Copyright (c) 2022 Daiana Yamila Rigo, Guadalupe Guarido, Stefania Amaya, Lucia Llanes

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Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.

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Resumo

O objetivo desta pesquisa foi estudar as percepções sobre o desenvolvimento da agência de um grupo de estudantes universitários através de uma experiência educacional mediada pelas Tecnologias de Informação e Comunicação no contexto de um programa de treinamento de professores. O estudo foi enquadrado em um desenho qualitativo interpretativo, com a participação de 44 matérias inscritas em vários programas de treinamento de professores na UNRC, Argentina. Foram usadas entrevistas em grupo para coleta de dados, analisadas com ATLAS.ti. As categorias emergentes mostram uma agência que é definida como interativa e contextual, que é construída, juntamente com outras, diante dos desafios que surgem em situações educacionais reais e incertas. Desta forma, as experiências atravessadas pelas tecnologias digitais permitem que os estudantes implementem diversas ações e comportamentos. Os resultados nos permitem repensar as práticas educacionais que são enquadradas dentro de ambientes institucionais, para oferecer espaços genuínos de discussão e intercâmbio entre disciplinas para gerar rupturas nas práticas rotineiras, a fim de integrar novos recursos digitais na formação de futuros professores.

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