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  • 1.
    da Silva, Madalena
    et al.
    Universidade do Planalto Catarinense no Programa de Pós.
    Bonin, Joel Cezar
    SC), e da UNIARP (Universidade Alto Vale do Rio do Peixe)..
    Garrote Jurado, Ramón
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Elementos da cultura digital para o ensino de filosofia no Ensino Médio: o que dizem as pesquisas?: Elements Of Digital Culture For Teaching Philosophy In Highschool: What Does The Research Say?2023Ingår i: Educação em Análise, ISSN 24480320, Vol. 8, nr 1Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Digital culture refers to the practices, habits, and values that emerge from people'sinteractions with digital technologies, such as the Internet, social networks, and mobile apps,among others. In the curriculum of basic education, it is necessary to work with elements of DigitalCulture so that students can exercise digital citizenship in a critical and reflective way. However,research indicates that teachers, many of them digital immigrants, do not have appropriateresources from the Digital Culture to teach their classes while students, digital natives, observe theidiosyncratic logic and dynamics of school with their reality and notice a great mismatch. Based onthis context, the question is: what are the elements of digital culture that contribute to the reflectionand criticality of students in the teaching of Philosophy in high school? The aim of this text is tohighlight the resources of digital culture that contribute to the reflection and criticality of studentsin the teaching of Philosophy in high school. The methodology is a qualitative bibliographicapproach. As a result, it was observed, in existing research, that the digital resources adopted inpedagogical practices contribute to the teaching of Philosophy and that, depen ding on the resourceused, they allow: illustrating philosophical concepts and theories in a concrete way; stimulatephilosophical and critical reflection; develop critical skills; stimulate debate; share ideas andopinions on philosophical topics; democra tize access to illustrative, representative and interactivephilosophical content; offer different perspectives according to the context and pedagogicalintentions.

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  • 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.
    Pereira da Silva, Madalena
    et al.
    Universidade do Alto Vale do Rio do Peixe .
    Alves de Aguiar, Paula
    Instituto Federal de Santa Catarina.
    Garrote Jurado, Ramon
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    As tecnologias digitais da informação e comunicação como polinizadoras dos projetos criativos ecoformadores na perspectiva da educação ambiental2020Ingår i: Revista Polyphonía, ISSN 2236-0514, Vol. 31, nr 1Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In order to contribute to an inclusive, democratic society aware of the instructional demandsof the collective within the scope of the educational space, this study outlines someapproximations between the ‘Creative School’ and 'Citizen School' projects. The analysisdiscusses that both initiatives, with their converging and diverging characteristics, are mutuallycomplementary and contribute to global education. Contributions include the guidingprinciples of the International Network of Creative Schools (RIEC) and the experience reporton eco-pedagogical practices issued by the Federal Institute of Santa Catarina, São José Campus(IFSC/SJ), Brazil, which were historicized by means of Digital Information andCommunications Technologies (DICT). In the analyzed experience, digital didactic gameswere deemed as a disseminating instrument of creative eco-pedagogical projects (CEP) andcontributed so that environmental education activities taking place in the Campus were notdiscontinued, but rather resignified by the new subjects who were given the opportunity toengage in such activities.

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