About the Programme
CAPES EVALUATION AREA
90200000 Education
CAPES PROGRAM DATA
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OBJECTIVE
Provide training in teaching and its technologies to the professionals of education area, aiming at both the production and experimentation of technologies and the realisation of studies that involve technological resources related to the teacher training.
TARGET AUDIENCE
Holders of an undergraduate diploma (certified by the Brazilian Ministry of Education) interested in furthering their studies in the Learning and Teaching area.
CURRICULUM
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RESEARCH LINES:
1) PRODUCTION AND EXPERIMENTATION OF TECHNOLOGIES
This research line aims to develop technologies for scaffolding the student's teaching and learning processes, as well as provide technologies experimentation, adaptation, validation as also developing other researches based on technologies developed in other environments;
Research Projects of the line:
1.1) Learning with Mobile Devices
Mobile technologies for education are being considered by experts as advantage for education like interactiveness, mobility, learning in real contexts, among others. For this reason there is an specific research area called m-learning (mobile learning) that aims to understand the impact of these technologies on the educational context. This area, studies how mobile computing and wireless technologies can contribute to formal and informal learning. The basic idea in m-learning is that learning can take place at any time and any place. In this context, the project research “Learning with Mobile Devices” aims to investigate the contributions of mobile phones, tablets and other mobile devices in the formal education. This project has started in August 2010, at the IFFluminense campus Campos Centro where the follow research are being developed: i) m-learning and its contributions; ii) pedagogical resources for mobile devices and development environments; iii) pedagogical models for mobile devices; iv) Learning on mobile phones and tablets; v) applets assessment; vi) High school students on pedagogical activities supported by educational applets for tablets; vii) development and experimentation of didactic sequences supported by tablets pedagogical adoption. This Research project is supported by the related courses: Mobile Technologies in Teaching, Programming Techniques for learning support, Learning and Accessibility Objects and also Augmented Reality.
Members:
Adelson Siqueira Carvalho, Arilise Moraes De Almeida Lopes, Breno Fabricio Terra Azevedo, Décio Nascimento Guimarães, Milena Ferreira Hygino Nunes, Gilmara Teixeira Barcelos Peixoto, Ronaldo Adriano de Freitas, Silvia Cristina Freitas Batista (coordinator), Suzana Da Hora Macedo.
1.2) Digital Immersion in the Educational Context
Immersive technologies have been used extensively in the daily lives of people, organisations and educational institutions in order to contribute to the learning through an environment of emulation of real conditions in different contexts. Simulations are technological resources that aim to emulate a given phenomenon or functioning of real systems in a finite time. Simulators are interactive tools that allow the individual to manipulate tools and processes as if they were operating a real system. Augmented Reality provides a hybrid simulation environment (real + digital) for better visualisation of abstract phenomena. This project aims to research and develop digital and non-digital resources for pedagogical use, consolidating its choice, specifications analysis and applicability in the classroom context based on these resources blending and their use in the teaching-learning process. The computer science makes possible to rethink and re-focus the universe of knowledge in a more dynamic way and with new approaches, creating new ways of learning and communication, stimulating a student-centred educational process and provoking students’ criticism sense through teacher guidance. From the advantages of information technology application versatility and adaptability to different activities, it can promotes curricular integration since barriers breaking down between courses and different cultures to the students training enrichment, cultural level raising and technological development. We are leaving a context were new learning spaces are being planned and developed no longer restricted to the teacher-centred approach. This project proposes researches focused on Augmented Reality and Simulations in Teaching, expanding the students horizon, enabling interaction with the physical phenomenon under study, allowing students to visualise in the virtual world objects that human beings cannot see (or have difficult to see) in the real world. Augmented Reality and Simulation are proposed as tools for visualisation and interaction in the teaching-learning process from the assumption that information technology can assist the teacher in the study of concepts from different areas. Thus, this project consists in the use and development of Learning Objects and virtual learning environments for educational applications involving low cost, using basically computers, video cameras and software. This research project is supported by the subjects Augmented Reality applied to teaching, Immersive Technologies: Simulators and also Simulations in Teaching and Programming techniques to support learning.
Members:
Adelson Siqueira Carvalho, Andre Fernando Uebe Mansur, Suzana da Hora Macedo (coordinator)
2) TEACHER TRAINING AND TECHNOLOGICAL RESOURCES
This line of research deals with technological resources related to the teacher training. It critically assess how the developed technologies are related and support this training.
Research Projects of the line:
2.1) Social Media as a Teaching Strategy
Nowadays the teacher and students relationships are reconfigured and taking other measurements in virtual environments since the acceleration and simultaneity of the flow of information and the connectivity and interactivity intensification. The 21st century’s educational reality of high human exposure to Communication and Information Technologies is constituted by two paradigms: individuals that keep knowledge about digital technologies use and individuals that not-keep this knowledge. On the one hand, as a rule students are immersed in the implications of such exposure, such as accelerated access to information, simultaneous execution of activities and actions and also reading and writing hypertextuality. On the other hand, teachers almost always come from a pre-digital and analogue era, striving to keep up with the new demands. Without establishing deadlocks and ignoring what Post-Modernity conceived as a “space-time compression” or even neglecting the gregarious and contingent spirit of social relationships in virtual contexts, this project aims to assess how social media can be allies to overcome the mismatches that are established in the teacher-student relationship and teaching-learning. Furthermore, this project intends to evaluate the two limits of the teaching-learning process - training teacher and student training, regarding the use of an online environment for the developing and sharing of pedagogical content. The project also intends to analyse how the simultaneous interaction resources, information speed, data sharing and collaborative authorship (for instance), can intensify and verticalise contents and mediations of the teaching-learning process. For this, the subjects “Social media and Teaching” and “Hypertextuality and Didactic material: modes of reading, production and circulation” are fundamental.
Members:
Analice de Oliveira Martins, (coordinator), Andre Fernando Uebe Mansur, Breno Fabricio Terra Azevedo, Milena Ferreira Hygino Nunes, Gilmara Teixeira Barcelos Peixoto, Ingrid Ribeiro da Gama Rangel, Ronaldo Adriano de Freitas, Valeria de Souza Marcelino Terra
2.2) Technological Resources for Distance Education
The professional’s quality improvement depends on the relationship between scientific and practical knowledge developed by the teachers and related to practices that leads to the individual autonomy, creativity and collectivity that results teachers’ self-reflection about their practices. Many teachers want change their selves, which reflect in the improvement of their pedagogical practices and a search for a more satisfactory and pleasurable type of work, through a practice fundamentally supported by the intellectual growth of students and themselves, even in the face of the problems that the educational reality presents. Although the Brazilian educational legislation related to the National Curriculum Parameters (PCN) consider changes in the teachers pedagogical practices, the reality from the pedagogical perspective is that there is still much to be done to improve the teacher’s practices. This context highlight this research project relevance that started in 2005 with a proposal to research pedagogical resources to be offered in a continuing education course for Mathematics teachers from the Brazilian Public School Network The project has as a proposal that future teachers in their practice can research and develop pedagogical resources to be included in Collaborative Learning Environments. The research and development of pedagogical resources for teacher training, presents itself as an alternative to the continuing training of teachers, since it makes it possible to reach them in their localities. For that, the virtual learning environments to host these pedagogical resources, makes it possible to incorporate new concepts that help to change the traditional teacher-centred as approach for teacher training processes focused on knowledge transmission and textbooks as unique teaching technology. This project stimulate the reflexive attitude of the teacher, the exchange of experiences and the collaboration between teachers and other professionals of education area. As a result, this project seeks a teacher’s reflection related to the class planning by the use these resources and obtaining a student feedback. Among the actions of the project, research has been carried out on: (i) continuing teacher training; (ii) development of printed teaching materials in the area of Mathematics to be offered to public school teachers; (iii) support for face-to-face teaching in the subject of Calculus I and II. Master's students who will develop research within the scope of this project will be encouraged to take the disciplines: Virtual Learning Environments, Mobile Technologies in Teaching, Learning Objects and Accessibility, Text Mining applied to Teaching and Distance Education Environments.
Members:
Arilise Moraes de Almeida Lopes (coordinator), Breno Fabricio Terra Azevedo, Décio Nascimento Guimarães, Ingrid Ribeiro da Gama Rangel, Silvia Cristina Freitas Batista, Valeria de Souza Marcelino Terra