Critical education with information and communication technology: a qualitative research design model
From a social criticism standpoint, the study deals with future teachers education for a critical and creative appropriation of ICT as a pedagogical tool. On this sense, the article parallels the theoretical framework adopted (Media Education perspective, Critical Theory and Paulo Freire's prob...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2014 |
| País: | Brasil |
| Recursos: | Universidade Federal de Goiás (UFG) |
| Repositório: | Comunicação & Informação (Online) |
| Idioma: | português |
| OAI Identifier: | oai:ojs.revistas.ufg.br:article/31836 |
| Acesso em linha: | https://revistas.ufg.br/ci/article/view/31836 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Qualitative methodology. Critical thinking. Information and Communication Technology. Science Education. WebQDA. Metodología cualitativa. Formación crítica. Tecnologías digitales de información y comunicación. WebQDA. Metodologia Qualitativa. Formação Crítica. Tecnologias Digitais da Informação e Comunicação. WebQDA |
| Resumo: | From a social criticism standpoint, the study deals with future teachers education for a critical and creative appropriation of ICT as a pedagogical tool. On this sense, the article parallels the theoretical framework adopted (Media Education perspective, Critical Theory and Paulo Freire's problematization method) with the current challenges faced on Science teaching. An empirical model was developed to analyze a course in both dimensions: the discipline (learning perspective) and the meta-discipline (teaching planning). The instrument uses categories of analysis such as context, dialogue, reflection and action and WebQDA as a resource for qualitative analysis. As a result, the investigation contributes to the exploration of teaching practices through qualitative research, while is able to confirm the hypothesis of the discipline as a relevant space for critical formation of future teachers. |
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