Título:	Formação continuada colaborativa docente e o uso das TDICs : estado do conhecimento
Autor(es):	Paula, Cinthia Cristina Azevedo de
Orientador(es):	Teles, Lúcio França
Assunto:	Tecnologias Digitais de Informação, Comunicação e Expressão Professores - formação continuada Cibercultura Colaboração docente
Data de publicação:	6-Fev-2020
Data de defesa:	18-Jun-2019
Referência:	PAULA, Cinthia Cristina Azevedo de. Formação continuada colaborativa docente e o uso das TDICs: estado do conhecimento. 2019. 145 f., il. Dissertação (Mestrado em Educação)—Universidade de Brasília, Brasília, 2019.
Abstract:	This study is linked to the PPGE (Post Graduate Program in Education) of the University of Brasília, linked to the Education, Technologies and Communication (ETEC) line of research. The initial question is: Does the use of Digital Information and Communication Technologies (TDICs) in a collaborative teaching culture contribute to the teacher's continuing education? We adopted as a methodological course the Knowledge State, we seek the grounds in Vosgerau and Romanovski (2014). We researched the database BDTD and the Bank of Thesis of Capes, dissertations and theses published between 2014 and 2018. Sixteen studies that compose the corpus of this research were selected according to inclusion and exclusion criteria previously established. We present our study in thematic categories: cyber culture, collaborative teaching culture, continuing education. With the objective of understanding how the knowledge society gets set, we use the theorists Castells (1999), Lemos (2013), Kenski (2012), Maffesoli (2003), Mattelart (2006). In order to deepen the study of Cyber culture, we bring theorists with different stances, Lemos (2013), Lévy (1999), Rüdiger (2013). The category Collaborative Teaching Culture, the discussion with Lemos (2004), Kenski (2012), Red (2013), Valente (2003). Continuing Education, we bring visions of authors with a more critical position, reflecting on the knowledge of teachers and others who seek training for the punctual use of technology, Morin (2000), among others. For a macro view, UNESCO and MEC documents, which are used for the training of teachers. In contrast, we present theorists who will discuss the current paradigm, and the construction of an emancipatory thought, Silva (2001), Fullan (2009), Libaneo (2009), Saviani (2013), Silva (2018), Teruya and Moraes (2009). We conclude that little has been advanced in the matter of the epistemological perception for the use of the technologies. The recurrence of the studies continues around how the TDICs can improve the educational context, not presenting an in-depth reflection, fomenting discussions of methodological and pedagogical character, for the use of these in the continued teacher formation. As assertive, some studies propose changes in the teacher's view regarding their consumer profile of technologies, for a more critical view. We find that the guiding documents are valuing the technical rationality, the positivist epistemology of the practice and that the center of the continuous formation of the teacher, as well as academic studies and researches follow this same segment. There are few studies focused on the collaboration between teachers, regarding the promotion of debate, the construction of new ideas. We found in our study that many researches have, as their first and final objective, only the instrumentalization of the teacher for the use of technology. We defend the use of TDICs in a collaborative teaching culture, in a critical and conscious way, because we believe that this collaboration helps the sharing of ideas, the construction of a permanent dialogue between teachers, aiming the transformation not the reproduction, these empowered by their craft , can place themselves as agents of change with a critical and emancipatory consciousness in order to break with the existing educational structures.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2019.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação
Licença:	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
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