scholarly journals O homo zappiens e o uso dos dispositivos televisuais: possíveis impactos no processo de alfabetização

2018 ◽  
Vol 9 (18) ◽  
pp. 73
Author(s):  
Claudia Dias Prioste
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
Information Technologies ◽  
Communication Technologies ◽  
Soap Operas ◽  
Digital Information ◽  
Digital Resources ◽  
Parents And Children ◽  
Information And Communication ◽  
Methodological Aspects

O acesso das crianças brasileiras às TIC tem sido ampliado, porém ainda temos poucos estudos analisando seus possíveis impactos na fase de alfabetização. Objetivo: conhecer o uso doméstico e escolar dos dispositivos televisuais de crianças de duas escolas públicas. Aspectos metodológicos: pesquisa-ação, cuja coleta de dados foi realizada por meio de entrevistas com grupos de professores e de famílias, além de observações participativas no laboratório de informática em duas turmas do terceiro ano do Ensino Fundamental I. Resultados: no ambiente doméstico, a maior parte das crianças tinha o hábito de assistir a novelas e jogar no tablet ou no celular. As famílias acreditam que esses dispositivos atrapalham a dedicação dos filhos aos estudos, associando-os a maior irritabilidade, teimosia, baixa tolerância à frustração e falta de persistência. Tais características podem estar relacionadas aos jogos violentos e ao hábito de “zapear”. Contudo, é preciso destacar que a escola também tem assumido pressupostos do que chamamos “pedagogia zap”, propondo atividades nos livros didáticos ou no computador que favorecem o “zapear” de um tema a outro, comprometendo a aprendizagem. Concluímos que a escola deve orientar os pais e as crianças para um melhor uso dos dispositivos televisuais. Além disso, precisa promover ações voltadas à alfabetização que estimulem a capacidade de atenção, a memória e a persistência, utilizando também os recursos digitais com esses propósitos.Palavras-chave: Alfabetização. Nativos digitais. Tecnologias da Informação na Educação. Hommo zappiens. The homo zappiens and the use of televisual devices: potential impacts in the process of basic literacy buildingThe access of Brazilian children to ICT (Information and Communication Technologies) has increased, however, there is still very few studies which analyze their possible impact in the basic literacy phase. Objective: to understand the domestic and scholar use of televisual devices of children from two public schools. Methodological aspects: action-research, whose data collection was performed through interviews with teacher and family groups, apart from participative observations in the information technology laboratory in two Elementary School I third year classes. Results: in the domestic environment, most children had the habit of watching soap operas and playing with and on the tablet of mobile phone. The families believed that this type of device jeopardize children’s dedication to studies, associating them to irritability, stubbornness, low tolerance to frustration and lack of persistence. Such characteristics may be related to violent games and to the habit of “zapping”. However, it must be highlighted that the school has also made assumptions of what we call “zap pedagogy”, promoting activities in the pedagogical books or in the computer which favor zapping from one theme from another, jeopardizing the learning process. It may be concluded that the school should orient parents and children towards better use of televisual devices. In addition, it is necessary to promote actions aiming basic literacy that stimulate attention capability, memory and persistence, also using digital resources for this purpose.Keywords: Basic literacy. Native digital. Information technologies in education. Homo zappiens.

scholarly journals TECNOLOGIAS DIGITAIS DE INFORMAÇÃO E COMUNICAÇÃO COMO RECURSO DE MEDIAÇÃO PEDAGÓGICA

2019 ◽  
Vol 5 (4) ◽  
pp. 613-633
Author(s):  
Marluce Evangelista Carvalho Zacariotti ◽  
José Luis dos Santos Sousa
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Field Research ◽  
Communication Technologies ◽  
Digital Information ◽  
Palabras Clave ◽  
Teachers And Students ◽  
Information And Communication

A pesquisa buscou diagnosticar a realidade das escolas públicas de Grajaú, Maranhão, quanto ao uso das tecnologias digitais de informação e comunicação (TDIC) no ensino de Ciências. O objetivo foi levantar como as TDIC estão sendo utilizadas nas escolas, pelos professores de Ciências. Realizou-se uma pesquisa bibliográfica e de campo, tendo como sujeitos professores de Ciências e alunos. Aplicou-se um questionário para diagnosticar a realidade das escolas quanto ao uso das TDIC. Concluiu-se que a utilização das TDIC no local pesquisado precisa ser mais explorada e que o professor ainda não está preparado para aproveitar as tecnologias como fator de aprimoramento do processo de ensino e de aprendizagem.   PALAVRAS-CHAVE: Professores; alunos; escola; Tecnologias Digitais de Informação e Comunicação.     ABSTRACT The research sought to diagnose the reality of public schools in Grajaú, Maranhão, regarding the use of digital information and communication technologies (TDIC). The goal was to get to know how the TDICs are being used in schools by the science teachers. A bibliographical and field research was carried out, having as subjects science teachers and students. A questionnaire was applied to diagnose the reality of schools as regards the use of TDICs. It was concluded that the use of TDICs in the researched area needs to be further explored and that the teacher is not yet ready to take advantage of technologies as a factor to improve the teaching and learning process. KEYWORDS: Teachers; students; school; Digital Information and Communication Technologies.     RESUMEN La investigación buscó diagnosticar la realidad de las escuelas públicas de Grajaú, Maranhão, en cuanto al uso de las tecnologías digitales de información y comunicación (TDIC). El objetivo fue conocer como las TDIC están siendo utilizadas en las escuelas, por los profesores de Ciencias. Se realizó una investigación bibliográfica y de campo, teniendo como sujetos profesores de Ciencias y alumnos. Se aplicó un cuestionario para diagnosticar la realidad de las escuelas en cuanto al uso de las TDIC. Se concluyó que la utilización de las TDIC en el local investigado necesita ser más explotada y que el profesor todavía no está preparado para aprovechar las tecnologías como factor de perfeccionamiento del proceso de enseñanza y de aprendizaje.   PALABRAS CLAVE: Profesores; alumnos; escuela; Tecnologías Digitales de Información y Comunicación.

scholarly journals Resolução de problemas: reflexões de uma prática realizada com o uso de tecnologias digitais da informação e comunicação em aulas remotas no ensino superiorProblem solving: reflections of a practice carried out using digital information and communication technologies in remote classes in higher education

2021 ◽  
Vol 22 (3) ◽  
pp. 485-511
Author(s):  
Janaína Poffo Possamai ◽  
Vilmar Ibanor Bertotti Junior
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Information And Communication Technologies ◽  
Information Technologies ◽  
Collaborative Work ◽  
Communication Technologies ◽  
Digital Information ◽  
Information And Communication ◽  
Teaching Learning ◽  
Trabajo Colaborativo

ResumoEste estudo teve como intuito analisar implicações das Tecnologias Digitais da Informação e Comunicação em aulas remotas e síncronas para a abordagem da metodologia de Ensino-Aprendizagem-Avaliação de Matemática por meio da Resolução de Problemas, indicando adaptações, se necessário. Para tanto, nessa pesquisa, caracterizada como qualitativa, apresenta-se uma revisão da literatura frente aos pressupostos que envolvem a metodologia indicada e o uso das tecnologias digitais em aulas remotas. Na sequência, uma aplicação, realizada na disciplina de Cálculo Numérico no Ensino Superior, é relatada e analisada com base nos referenciais adotados. Os resultados indicam que o uso de tecnologias de informação favorece o ambiente de investigação e do trabalho colaborativo na resolução dos problemas, enquanto o uso de tecnologias de comunicação demanda adaptações nas etapas de organização dos grupos de trabalho, acompanhamento do professor e compartilhamento das soluções.Palavras-chave: Resolução de Problemas, Protagonismo, Trabalho Colaborativo, Aulas Remotas e Síncronas, Mediação por Tecnologia.AbstractThis study aimed to analyze implications of Digital Information and Communication Technologies in remote and synchronous classes for the approach of the methodology of Teaching-Learning-Evaluation of Mathematics through Problem Solving, indicating adaptations, if necessary. To this end, in this research characterized as qualitative, a literature review is presented in view of the assumptions that involve the indicated methodology and the use of digital technologies in remote classes. Following an application performed in the discipline of Numerical Calculus in Higher Education is reported and analyzed based on the adopted references. The results indicate that the use of information technologies favors the research environment and collaborative work in solving problems, while the use of communication technologies is what require adaptations in the stages of organization of work groups, teacher monitoring and sharing of solutions.Keywords: Problem Solving, Protagonism, Collaborative Work, Remote and Synchronous Classes, Technology Mediation. ResumenEste estudio tuvo como objetivo analizar las implicaciones de las Tecnologías Digitales de la Información y la Comunicación en clases remotas y sincrónicas para el enfoque de la metodología de Enseñanza-Aprendizaje-Evaluación de Matemáticas a través de la Resolución de Problemas, indicando adaptaciones, si es necesario. Para ello, en esta investigación caracterizada como cualitativa, se presenta una revisión bibliográfica a la vista de los supuestos que implican la metodología indicada y el uso de tecnologías digitales en clases remotas. Después de una aplicación realizada en la disciplina de Cálculo Numérico en Educación Superior se informa y analiza sobre la base de las referencias adoptadas. Los resultados indican que el uso de las tecnologías de la información favorece el entorno de investigación y el trabajo colaborativo en la resolución de problemas, mientras que el uso de las tecnologías de la comunicación es lo que requiere adaptaciones en las etapas de organización de grupos de trabajo, seguimiento de profesores e intercambio de soluciones.Palabras clave: Solución de Problemas, Protagonismo, Trabajo Colaborativo, Clases Remotas y Sincrónicas, Mediación Tecnológica.

scholarly journals Las TIC en los procesos de enseñanza-aprendizaje desarrollados por maestros tutores de Educación Primaria en la Región de Murcia

2020 ◽  
pp. 1-14
Author(s):  
David Castillo López
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Communication Technologies ◽  
Quantitative Methodology ◽  
Digital Competence ◽  
Digital Resources ◽  
Information And Communication ◽  
Teaching Learning ◽  
Educación Primaria

Las tecnologías de la información y la comunicación (TIC) tienen un papel esencial en la sociedad. En consecuencia, en el ámbito educativo, se ha incrementado la presencia de dispositivos tecnológicos y de contenidos orientados al fomento de la competencia digital de los estudiantes. Para alcanzar este propósito, es necesario que el profesorado incorpore, en el proceso de enseñanza-aprendizaje, recursos digitales y metodologías que promuevan en el alumnado el aprendizaje y el desarrollo de habilidades digitales. Con este estudio se pretende conocer el uso que hacen de las TIC los maestros tutores de Educación Primaria de colegios públicos de la Región de Murcia.  Así, se analizan, principalmente, cuáles son los recursos digitales y las estrategias metodológicas que suelen emplear en el proceso de enseñanza-aprendizaje estos docentes. Para ello, se ha llevado a cabo una investigación, de tipo descriptiva y desde la metodología cuantitativa, en la que la recogida de datos se ha realizado a través de un cuestionario elaborado para este estudio, que fue contestado por un total de 133 docentes. Los resultados obtenidos revelan que, aunque se han llegado a introducir metodologías activas, los docentes encuestados no utilizan con frecuencia en el proceso de enseñanza-aprendizaje recursos tecnológicos innovadores ni metodologías emergentes en el uso de las TIC. Information and communication technologies (ICT) play an essential role in society. Consequently, in the educational field, the presence of technological devices and contents aimed at promoting the digital competence of students has increased. To achieve this purpose, it is necessary for teachers to incorporate, in the teaching-learning process, digital resources and methodologies that promote learning and digital skills development in students. The aim of this research is to find out the use of ICT by Primary Education tutors in public schools in the Region of Murcia. Thus, we analyze, mainly, which are the digital resources and the methodological strategies that these teachers usually use in the teaching-learning process. To this end, a descriptive investigation is carried out from the quantitative methodology, in which the collection of data has been carried out through a questionnaire prepared for this study, which was answered by a total of 133 teachers. The results obtained reveal that, although active methodologies have been introduced, the teachers surveyed do not often use innovative technological resources or emerging methodologies in the use of ICT into the teaching-learning process.

Students' perceptions regarding the use of ICT in learning

2019 ◽  
Author(s):  
Ana Elisa Carreta de Sousa
Keyword(s):  
Labor Market ◽  
Public Schools ◽  
Information And Communication Technologies ◽  
Questionnaire Survey ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Good Practices ◽  
Private And Public ◽  
Information And Communication ◽  
Vocational Courses

This study focuses on how students of vocational courses related to Information and Communication Technologies (ICT) perceive the use they make of technologies in their learning. A questionnaire survey was applied in classroom to 314 students from 4 private and public schools, with the aim of understanding if the students recognize benefits in the use of ICT in teaching and learning, by answering the 34 premises presented to them. Most students recognize benefits from the use of ICT in teaching considering it improves and facilitates learning. They recognize the need to improve the pedagogical use of ICT and that teachers from the scientific and sociocultural components still make little use of the technologies in the classroom. These students consider that the courses they take prepare them to integrate the labor market, indicating good practices in learning with and from technologies in the technical classes. The premises about the disadvantages and obstacles resulting from the use of ICT were the ones that gathered the lowest consensus among students. They consider that the use of ICT is essential in learning and preparing to work with ICT and in a broader sense to live in a society of information and knowledge.

scholarly journals The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain)

2021 ◽  
Vol 18 (5) ◽  
pp. 2552 ◽  
Author(s):  
Julio Cabero-Almenara ◽  
Julio Barroso-Osuna ◽  
Juan-Jesús Gutiérrez-Castillo ◽  
Antonio Palacios-Rodríguez
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Health Sciences ◽  
Teaching Skills ◽  
Digital Competence ◽  
Digital Resources ◽  
Teaching Competence ◽  
Information And Communication ◽  
The Impact ◽  
Educational Field

The impact and benefit that information and communication technologies (ICT) have in the educational field require new teaching skills. This fact has been increased by the recent crisis caused by COVID-19. This study tries to investigate the level of digital teaching competence (DTC) of Higher Education teachers of Health Sciences, and its relationship with several variables. For this, it has the participation of 300 teachers from the 9 universities of Andalusia (Spain). The research is structured through a descriptive (RQ1) and inferential (RQ2) design. The answers given to the DigCompEdu Check-In questionnaire adapted to the Spanish context are analyzed. The results, which show high levels of reliability of the questionnaire (Cronbach and McDonald) and validity (CFA), indicate that the level of competence is basic-intermediate. In addition, the area in which teachers excel is digital resources. For this reason, it is proposed to structure personalized training plans and continue expanding the characteristics of this study at an international level.

IMPROVING THE EFFICIENCY OF USING INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE BANKING SYSTEM

2021 ◽  
Vol 4 (4) ◽  
pp. 41-46
Author(s):  
Ra’no Parpieva ◽  
◽  
Nafisa Norboyeva ◽  
Adiba Turayeva
Keyword(s):  
Information And Communication Technologies ◽  
Information Technologies ◽  
Banking Sector ◽  
Banking System ◽  
Modern Society ◽  
Communication Technologies ◽  
Payment Systems ◽  
Information And Communication ◽  
Effective Use ◽  
The Impact

This article will serve to select the system required for the effective use of information and communication technologies in the banking system and the impact of national payment systems in the banking sector on modern society, the effective use of new modern information technologies in the system.Study of foreign experience to select information and communication technologies that should be used in modern banks with information and communication technologies in the banking system, which have been used before.

Introduction to information and communication technologies

2021 ◽  
Author(s):  
Larisa Gagarina ◽  
Grigoriy Kuznecov ◽  
Evgeniy Portnov ◽  
Anna Doronina
Keyword(s):  
Information And Communication Technologies ◽  
Information Technologies ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Federal State ◽  
Multimedia Networks ◽  
Information And Communication ◽  
History Of ◽  
State Educational ◽  
Network Operating Systems

The textbook examines the main milestones in the history of the development of information technologies, computing and computer technology abroad and in Russia. Special attention is paid to the methodology of scientific research in the field of infocommunications. The current sections of the development of telecommunications technologies in the field of multimedia networks and network operating systems are presented. In order to develop practical skills, a laboratory workshop is given. Meets the requirements of the federal state educational standards of higher education of the latest generation. For senior students of technical specialties, postgraduates, researchers, teachers of higher educational institutions, students of advanced training institutes.

scholarly journals Content analysis of European library and information science journals

2020 ◽  
Vol 8 ◽  
pp. 161-170
Author(s):  
Yuliia Shevtsova ◽  
Hanna Shemaieva
Keyword(s):  
Content Analysis ◽  
Information And Communication Technologies ◽  
Information Society ◽  
Information Science ◽  
Interdisciplinary Communication ◽  
Communication Technologies ◽  
European Countries ◽  
Library And Information Science ◽  
Digital Information ◽  
Information And Communication

Content analysis of 28 library and information science journals of the leading European countries has been conducted in the context of the current research. The thematic focus of these journals has been the priority of the research. Several thematic groups of library and information science journals have been identified. They include the journals that cover the following topics related to: 1) digital information; 2) development of information and communication technologies and their application in library practice; 3) library and information with the key topic of library and information management; 4) various types of communication. The conclusion has been made that scholarly interdisciplinary communication is expanding in the context of information society development. The analysis provides means for taking into account the trends in the leading European countries that help to evaluate and compare the performance of Ukrainian libraries and increase the level of professional knowledge and communication of library and information science professionals.

scholarly journals Inclusão digital via acessibilidade web | Digital inclusion via web accessibility

2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Cesar Augusto Cusin ◽  
Silvana Aparecida Borsetti Gregorio Vidotti
Keyword(s):  
Information And Communication Technologies ◽  
Information Science ◽  
Web Accessibility ◽  
Communication Technologies ◽  
Information Architecture ◽  
Digital Information ◽  
Digital Inclusion ◽  
New Information ◽  
Information And Communication ◽  
Science Information

Resumo A natureza atual da web, que destaca a participação colaborativa dos usuários em diversos ambientes informacionais digitais, conduz ao desenvolvimento de diretrizes que enfocam a arquitetura da informação digital inclusiva para diferentes públicos nas mais diversas ambiências informacionais. A pesquisa propõe e objetiva um ambiente informacional digital inclusivo, visando apontar os elementos de acessibilidade que permitam a promoção da inclusão informacional digital, de forma a destacar os referenciais da Arquitetura da Informação Digital, de recomendações internacionais, com o olhar da Ciência da Informação e das novas tecnologias de informação e comunicação (TIC).Palavras-chave inclusão digital; web; acessibilidade; ciência da informação; arquitetura da informação.Abstract The current nature of the web, which highlights the collaborative participation of users in various digital informational environments, leads to the development of guidelines that focus on the digital inclusive information architecture for different audiences in diverse informational environments. The study proposes an inclusive digital information environment, aiming to establish the elements of accessibility that  enable the promotion of digital inclusion information in order to highlight the references of digital information architecture, the international recommendations, with the perspective of Information Science and the new information and communication technologies (ICT).Keywords digital inclusion; web; accessibility; information science; information architecture.

scholarly journals Hierarquia social dos objetos: o capital científico das tecnologias digitais de informação e comunicação no campo da educação (Social Hierarchy of objects: The scientific capital of the Digital Information and Communication Technologies in the field of Education)

2020 ◽  
Vol 14 ◽  
pp. 3756106
Author(s):  
André Garcia Corrêa ◽  
Daniel Ribeiro Silva Mill
Keyword(s):  
Information And Communication Technologies ◽  
Sociology Of Science ◽  
Communication Technologies ◽  
Social Hierarchy ◽  
Sao Paulo ◽  
Digital Information ◽  
São Paulo ◽  
Information And Communication ◽  
Scientific Capital ◽  
Empirical Tests

This research makes empirical tests of a Bourdieu concept for sociology of science: the social hierarchy of objects. Looking at the specific field of Education, the research sought to measure the position of Digital Information and Communication Technologies (DICT) within this hierarchy. To this end, we collected metadata of thesis defended in postgraduate programs in Education in Brazil with grade five and higher between 1996 and 2016. The data indicated the production by HEI and geographically. Also the keywords were analyzed in a Network and indicators of centrality and density were used to map the hierarchy of objects and, consequently, the distribution of scientific capital among them in the field. Empirical tests have shown that DICT and distance education, as necessarily mediated by a technology, have relevance within the field as a concentration of symbolic capital. The analysis showed that the Hierarchy formed by the technologies segment was denser than the total network and that there was a considerable weight for the distance education modality. Regarding the hierarchy of objects in the DE subfield, a certain autonomy was observed in relation to the complete field, since its objects turned to subjects more important to the modality related to the student. Finally, statements from other DE studies were compared with the research data that showed some quantitative divergences, but qualitative convergences emphasizing the same observed trends and corroborating the analyzes of this research.ResumoEsta investigação faz testes empíricos de um conceito de Bourdieu para a sociologia da ciência: a Hierarquia Social dos Objetos. Olhando para o campo específico da Educação, a investigação procurou mensurar a posição das Tecnologias Digitais de Informação e Comunicação (TDIC) dentro desta hierarquia. Para tanto, foram coletados metadados de teses defendidas em Programas de pós-graduação em Educação no Brasil com nota cinco e superior entre os anos de 1996 e 2016. Os dados indicaram a produção por IES e geograficamente bem como as palavras-chave foram analisadas em rede e indicadores de centralidade e densidade foram utilizados para mapear a hierarquia dos objetos e, por consequência, a distribuição de capital científico entre eles no campo. Os testes empíricos mostraram que as TDIC e também a EaD, por ter necessariamente mediação por uma tecnologia, têm relevância dentro do campo enquanto concentração de capital simbólico. As análises mostraram que a Hierarquia formada pelo recorte de Tecnologias chegava a ser mais densa que a rede total e que havia um peso considerável para a modalidade a distância. Sobre a hierarquia de objetos no subcampo EaD, observou-se uma certa autonomia em relação ao campo completo, pois seus objetos se voltavam a assuntos mais caros à modalidade relacionados ao aluno. Por fim, foram confrontadas afirmações de outras investigações sobre EaD com os dados da investigação que mostraram algumas divergências quantitativas, mas convergências qualitativas enfatizando as mesmas tendências observadas e corroborando as análises desta investigação.Palavras-chave: Educação, Sociologia da ciência, Produção científica, Tecnologias Digitais de Informação e Comunicação.Keywords: Education, Sociology of science, Scientific production, Digital information and communication technologies.ReferencesÁVILA, Patrícia. A distribuição do capital científico: diversidade interna e permeabilidade externa no campo científico. Sociologia – problemas e práticas, Lisboa – Portugal, n. 25, p. 9-49, 1997.BLONDEL, Vincent D.; GUILLAUME, Jean-Çoup; LAMBIOTTE, Renaud; LEFEBVRE, Etienne. Fast unfolding of communities in large networks.  Journal of Statistical Mechanics: Theory and Experiment, Trieste – Itália, n.10, p. 1000, 2008.BORGATTI, Stephen P.; EVERETT, Martin G.; JOHNSON, Jeffrey C. Analyzing Social Networks. Londres: SAGE, 2013.BOURDIEU, Pierre. Método científico e hierarquia social dos objetos. In: NOGUEIRA, Maria Alice; CATANI, Afrânio (Org.). Escritos de educação. Petrópolis: Editora Vozes, 2007. p. 33-38.BOURDIEU, Pierre. Os usos sociais da ciência: por uma sociologia clínica do campo científico. 1. ed. São Paulo: Editora UNESP, 2004. 88 p.CABRAL, Ana Lúcia Tinoco; TARCIA, Rita Maria Lino. O novo papel do professor na Ead. In: LITTO, Fredric Michael; FORMIGA, Marcos. Educação a distância: o estado da arte. v. 2; São Paulo: Pearson Education do Brasil, 2011. 443p.CORRÊA, André Garcia; MILL, Daniel Ribeiro Silva. Análise da percepção do docente virtual no ensino de música pela educação a distância. Acta Scientiarum. Education, Maringá, v. 38, n. 4, p. 425-436, Out.-Dez., 2016.COSTA, Larissa et al. Redes: uma introdução às dinâmicas da conectividade e da auto-organização. 1. ed. Brasília: WWF-Brasil, 2003. 91 p.KENSKI, Vani Moreira; MEDEIROS, Rosângela de Araújo; ORDÉAS, Jean. Grupos que pesquisam Educação a Distância no Brasil: primeiras aproximações. In: MILL, Daniel Ribeiro Silva et al. (Orgs.). Educação a distância: dimensões da pesquisa, da mediação e da formação. 1. ed. São Paulo: Artesanato Educacional, 2018. 194 p.MILL, Daniel Ribeiro Silva; OLIVEIRA, Márcia Rozenfeld Gomes. A Educação a distância em pesquisas acadêmicas: uma análise bibliométrica em teses do campo educacional. Educar em Revista, Curitiba, Educação especial n.4, 2014. p.15-36.MOORE, Michael G.; KEARSLEY, Greg. Educação a distância: uma visão integrada. São Paulo: Cengage Learning, 2010. 398 p.PELLEGRINI, Thalita de Oliveira; SILVA, Sheila Serafim da; FERREIRA, Maxwel de Azevedo. O perfil da pesquisa acadêmica sobre educação a distância no Brasil e no mundo. REAd, Porto Alegre, v. 23, n. especial, p.371-393, dez. 2017.SANTOS, Elaine Maria dos et al. Educação a distância no Brasil: Evolução da produção científica. In: CONGRESSO INTERNACIONAL DE EDUCAÇÃO A DISTÂNCIA, 13., 2007, Curitiba. Anais [...]. São Paulo: ABED, 2007.e3756106

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