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  • 1.
    Bó, Rafaela Geschonke Dal
    et al.
    Vision College, Brazil.
    Zwierewicz, Marlene
    Alto Vale do Rio do Peixe University, Brazil.
    Garrote Jurado, Ramon
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. University of Borås, Sweden.
    Velasco, Juan Miguel González
    University of San Andrés, Bolivia.
    Lehmkuhl, Márcia de Souza
    Alto Vale do Rio do Peixe University, Brazil.
    Baade, Joel Haroldo
    Alto Vale do Rio do Peixe University, Brazil.
    Teacher education towards educational inclusion from the perspective of master’s and doctoral research2022Ingår i: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, ISSN 0102-4450, E-ISSN 1678-460X, DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, ISSN 0102-4450, Vol. 38, nr 1Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    nclusive education requires teacher education initiatives that enable pedagogical practices committed to students’ singularities. This article aims to systematize contributions to teacher education towards educational inclusion provided by research conducted at the master’s and doctoral levels in Education. We selected studies published from 2016 to 2019 in the Catalogue of Theses and Dissertations maintained by the Coordination for the Improvement of Higher Education Personnel (CAPES), and we used the following descriptors: “inclusão escolar” (educational inclusion), “formação docente” (teacher education), “Ensino Fundamental” (elementary and middle school). With regard to our theoretical foundations, our study builds on the work of authors such as Campos (2009), Marques et al. (2020), Nóvoa (1999, 2017, 2019) and Zwierewicz et al. (2020). Methodologically, it is based on bibliographic review with a qualitative approach. Results show that teacher education is one of the pillars to build educational inclusion; creativity and collaborative work are critical; teachers’ work environment should allow them to re-signify reality as they re-signify themselves, mobilized by reflections on their own pedagogical practices and by recognition for initiatives committed to educational inclusion principles.

  • 2.
    Garrote Jurado, Ramon
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Pettersson, Tomas
    Zwierewicz, Marlene
    Universidade Alto Vale do Rio do Peixe.
    Böhme Suchara, Stephanie Cristina
    Universidade Alto Vale do Rio do Peixe.
    Leite Schaefer, Joely
    Universidade Alto Vale do Rio do Peixe.
    Pereira da Silva, Madalena
    Universidade Alto Vale do Rio do Peixe; Universidade do Planalto Catarinense.
    The use of computer enhanced education: twenty years of dashed hopes2022Ingår i: Research, Society and Development journal, ISSN 2525-3409, Vol. 11, nr 5Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this article is to present conditions implied in the use of Learning Management Systems (LMS), at the University of Borås (UB), Sweden, specifically in 2004, 2009, 2010, and 2018, highlighting patterns that characterize the routines adopted by the teachers. Utilizing quantitative and qualitative approaches, the exploratory research included the analysis of courses in area of STEM (Science, Technology, Engineering, and Mathematics). In addition to a general analysis of the respective courses, a questionnaire was applied to 76 professors and 926 students from the mentioned courses. The pattern of use is analyzed by means of classification of tools in four groups; distribution tools, communication tools, interaction tools, and course management tools. The results confirm that LMS is widely utilized to distribute documents to students, while the tools facilitating interaction and collaboration are used sparingly and this pattern is consistent over time. Despite an increase in the total use of LMS, there is no increase in the use of digital tools for interaction in Higher Education, which indicates the importance of promoting a wide use of collaborative methods and of encouraging interaction.

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  • 3.
    Garrote Jurado, Ramón
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Pettersson, Tomas
    Zwierewicz, Marlene
    Universidade Alto Vale do Rio do Peixe.
    STUDENTS' ATTITUDES TO THE USE OF ARTIFICIAL INTELLIGENCE2023Ingår i: ICERI2023 16th International conference of Education, Research and Innovation, November 13th-15th, 2023, Seville, Spain, Seville, Spain, 2023Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper aims to raise awareness about recent developments in AI and urge educators to prepare for a wider application of digital tools in the future. The authors emphasize the importance of utilizing AI to achieve the goals while maintaining the integrity of examinations.Artificial intelligence (AI) has made remarkable progress in recent years, enabling it to be widely adopted in higher education. Today, AI can provide personalized learning experiences, create virtual learning environments and automate grading of students. The release of ChatGPT (GPT stands for Generative pre-trained transformer) in November 2022 gave many educators and institutions cause for alarm as it provided students with access to software potentially able to assist in the writing process of papers and assignments, as well as provide help with literature reviews, identification of research questions and formatting and language reviews of articles. Hence, it became a problem for teachers in higher education that students could be tempted to use AI to write essays and other assignments intended to test their knowledge and abilities. In a recent study, more than half of American college students believe that using AI tools to complete assignments or exams is cheating. In this paper, the authors compare these results with a similar survey of Swedish college students´ opinions.The authors conclude that there is an urgent need to establish procedures and ethical rules for the use of AI in higher education.

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    STUDENTS' ATTITUDES TO THE USE OF ARTIFICIAL INTELLIGENCE
  • 4.
    Zwierewicz, Marlene
    et al.
    Universidade Alto Vale do Rio do Peixe .
    Machado dos Santos, Adelcio
    Universidade Alto Vale do Rio do Peixe.
    Pereira Vieira de Liz, Cristina
    Rede Municipal de Ensino de Massaranduba .
    Garrote Jurado, Ramón
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    From teacher education to knowledge in pedagogical practice: A commitment towards the context and to the sustainable development goals2023Ingår i: Revista Ibero-Americana de Estudos em Educação, Araraquara, Brasil, ISSN 1982-5587, Vol. 18, nr 00, artikel-id e023106Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this study is to map evidence of relevant knowledge being appreciated in stricto sensu graduate research which bind teacher education to pedagogical practice. It is a review study which prioritizes a bibliographical review and a qualitative approach utilizing the descriptors “teacher education”, “pedagogical practice”, and “relevant knowledge” when selecting studies available in the Catalogue of Thesis and Dissertations of CAPES. The results denote special attention to relevant knowledge manifested in meeting local demands while teacher education is still in progress. Some proximity is also observed in part of the researches with global demands, even though this is not clearly indicated in the studies. However, there are no references to the Sustainable Development Goals in the studies we have analyzed, which confirms an issue to be addressed in the policies intended for teacher education in the Brazilian context, because these goals express planetary needs which no longer can be disregarded in the pedagogical practice.

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