Banca de DEFESA: Francisco Valmir da Silva

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : Francisco Valmir da Silva
DATE: 30/10/2023
TIME: 14:00
LOCAL: Sala de Atos - FE 1
TITLE:

 

PATHS, MEANDERS AND CONVERGENCES FOR TEACHERS' PEDAGOGICAL PRACTICE IN RURAL SCHOOLS: FROM TEXTBOOKS TO DIGITAL EDUCATIONAL RESOURCES

KEY WORDS:

Teacher's manual; Digital Educational Resources; Rural Education; Teachers

PAGES: 235
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Fundamentos da Educação
SPECIALTY: Sociologia da Educação
SUMMARY:

This thesis aimed to critically analyze teachers' perceptions of the interplay between the PNLD/2019 textbooks for the Elementary School (Ensino Fundamental) and Digital Educational Resources in rural schools in the Federal District (Distrito Federal). To do so, we sought to understand how the textbooks influence teachers' perceptions of rural schools, to identify educators' conceptions of Digital Educational Resources, and to comprehend how these resources are presented in the textbooks. Theoretically, we drew upon Arroyo, Caldart, and Molina (2011) regarding rural issues; Bueno and Carniel (2015) on digital resources; Freitag, Mota, and Costa (1987), Silva and Chelotti (2018) regarding textbooks; Williams (1979) on selective tradition, among others. The data analysis method used was Bardin's (2011) Content Analysis with a categorical approach. We examined 11 teacher's manuals from the PNLD/2019 for the 3rd, 4th, and 5th grades of Elementary Education, and conducted 29 interviews with teachers from 10 rural schools in the Regional Education Coordination of Planaltina-DF and Sobradinho-DF. We found that textbooks, as cultural artifacts, influence teachers' perspectives, with teachers believing that the content presented in the books is impartial. We identified that the research participants perceive Digital Educational Resources as important, but there are difficulties in their use, primarily due to limited internet access in schools, even though they are recommended as a means to expand the content covered in the textbooks. In conclusion, we found that the perceptions of the participants in this study, teachers in rural schools in the Federal District, regarding their pedagogical practices, are constructed through the interplay of textbooks and digital resources, shaping how teachers perceive their classroom realities in a certain way, even though this reality differs from what is portrayed in the books.

 

COMMITTEE MEMBERS:
Presidente - 1651994 - CARLOS ALBERTO LOPES DE SOUSA
Interna - 1151554 - ANDREA CRISTINA VERSUTI
Externo ao Programa - 2662431 - EDUARDO DI DEUS - UnBExterno à Instituição - ALESSANDRO AUGUSTO DE AZEVEDO - UFRN
Externo à Instituição - CARLOS ANGELO DE MENESES SOUSA - UCB