Maria Paula Rossi Nascentes da Silva, B. Heinsfeld, Gilda Helena Bernardino de Campos
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引用次数: 0
Abstract
In the last decades, there were a significant growth in the importance of the debates on the teaching practices and the incorporation of the digital technologies in the school routine, especially innovative practices, that promote the student protagonism. In order to better understand the daily practices with technologies in Brazilian K-12 Education, we analysed the content of the works that detail the teaching practices with technologies in four distinct databases, namely: SciELO, the Annals of the Workshop of Informatics in the School (WIE), the Brazilian Journal of Informatics in Education (RBIE) and the Annals of the Brazilian Symposium on Informatics in Education (SBIE), totalling 1,204 publications. It was observed that the innovative pedagogical perspectives that contemplate the protagonist student, the mediating teacher and the collaborative learning, are in reduced numbers, prevailing the description of traditional practices.
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