Dispositivos móveis na educação de jovens e adultos: o caso de uma escola pública do Município de Maceió

Abstract

This research has as general objective to analyze how the uses of mobile devices (cell phones and smarthphones) contributed to the pedagogical practice of the teacher of Youth and Adult Education (EJA) as a teaching strategy in intra and extra-school environments. The question that led the research was the following: How do the uses of mobile devices (cell phones and smartphones) in the pedagogical practice of the teacher at EJA in intra and extra-school environments contribute to learning? The theoretical foundation on the use of mobile devices in the educational context and beyond, points out limits and possibilities of use as digital resources by EJA teachers in fundamental II, especially in the Photography project, developed by the school-field teacher, who contributed to the teaching-learning process of students, leading them to understand the world that surrounds them through other lenses, which gave opening to the autonomy of the students. The research site was a public school in Maceió, where 46 subjects, 45 students and a teacher participated. The approach followed to meet the objective of this research was the qualitative approach in the form of an exploratory case study. The instruments for data collection were as follows: unstructured observation, field diaries, questionnaires and semi-structured interviews with the EJA teacher about the development of her pedagogical practices with the use of mobile devices (cell phones and smarthphones). The result of the study showed that the use of cell phones in the pedagogical proposal can contribute to increase the dialogue between peers, providing knowledge exchange, expanding teaching knowledge, situated learning, and favoring the possibilities of using mobile devices in the classroom, especially when they make - mobile devices - part of the student's daily life and streamline pedagogical practices, in addition to assisting in a teaching-learning process aimed at social inclusion and training for autonomy. In addition to leading the reflection on the limitations of use and teacher training, as well as the need for effective inclusion of TDIC in the EJA curriculum.