Criação de conhecimento autogerido e dialógico para promover a aprendizagem profunda: o caso piloto na formação de professores

Sanna Ruhalahti, Helena Aarnio

Resumo


A educação está sendo desafiada através da revolução sócio digital; o mundo tornou-se socialmente conectado e a tecnologia oferece novas oportunidades para o aprendizado. Com base nos estudos anteriores e nas experiências de pilotagem, a necessidade de um novo design de aprendizagem é clara. Neste artigo, enfatizamos que é importante incluir a aprendizagem autogerida como parte do processo dialógico de criação de conhecimento colaborativo, devido à internalização individual de conhecimentos e habilidades. O artigo é um breve relatório sobre os resultados profundos de aprendizagem de alunos-professores (n = 27) através de um novo projeto de aprendizagem pedagógica. Inicialmente, algumas indicações mostraram que o trabalho autogerido aprofunda as conquistas, bem como a criação de conhecimento colaborativo dialógico. Os artefatos criados nos círculos de estudo incluíam sinais de aprendizado profundo alcançados através do processo de 4 fases. As experiências da pilotagem estimulam o pensamento sobre novas etapas de desenvolvimento para o design da criação de um processo de conhecimento colaborativo, autogerido e dialógico. É também necessário desenvolver processos de aprendizagem transparentes, onde o conhecimento e a tecnologia tem sido identificados como críticos para a compreensão do futuro da formação de professores.


Palavras-chave


Aprendizagem autogerida; Criação de conhecimento dialógico; Aprendizagem profunda; Formação de professores.

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DOI: https://doi.org/10.21723/riaee.nesp1.v13.2018.11386



Direitos autorais 2018 Revista Ibero-Americana de Estudos em Educação

 

Rev. Ibero-Americana de Estudos em Educação, Araraquara, SP, Brasil, e-ISSN: 1982-5587

DOI Prefix: 10.21723/riaee

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