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Informática Educativa MINISTÉRIO DA EDUCAÇÃO Universidade Aberta do Brasil Instituto Federal de Educação, Ciência e Tecnologia do Ceará Diretoria de Educação a Distância Licenciatura em Educação Profissional, Científica e Tecnológica Informática Educativa Marlene de Alencar Dutra Tatiana Santos da Paz Fortaleza, CE 2015 Créditos Presidente Equipe Arte, Criação e Produção Visual Dilma Vana Rousseff Camila Ferreira Mendes Ministro da Educação Érica Andrade Figueirêdo Renato Janine Ribeiro Lucas de Brito Arruda Quezia Brandão Souto Presidente da CAPES Renan da Silveira Teles Carlos Afonso Nobre Suzan Pagani Maranhão Diretor de EaD – CAPES Equipe Web Jean Marc Georges Mutzig Bruno Martins Ferreira Reitor do IFCE Corneli Gomes Furtado Júnior Virgílio Augusto Sales Araripe Fabrice Marc Joye Pró-Reitor de Ensino Francisco César de Araújo Filho Reuber Saraiva de Santiago Ícaro Magalhães Holanda Barroso Diretora de EAD/IFCE e Herculano Gonçalves Santos Coordenadora UAB/IFCE Revisão Cassandra Ribeiro Joye Antônio Carlos Marques Júnior Coordenadora Adjunta UAB Débora Liberato Arruda Hissa Gina Maria Porto de Aguiar Nukácia Meyre Araújo de Almeida Saulo Garcia Coordenador do Curso de Licenciatura em Educação Profissional, Científica e Logística Tecnológica Francisco Roberto Dias de Aguiar João Eudes Moreira da Silva Elaboração do conteúdo Marlene de Alencar Dutra Tatiana Santos da Paz Colaboradora Márcia Roxana da Silva Regis Equipe Pedagógica e Design Instrucional Camilla Alves Barros Daniele Luciano Marques Iraci de Oliveira Moraes Schmidlin Isabel Cristina Pereira da Costa Karine Nascimento Portela Lívia Maria de Lima Santiago Luciana Andrade Rodrigues Márcia Roxana da Silva Regis Maria do Socorro Nogueira de Paula Marília Maia Moreira Siany Góes de Sousa Tassia Pinheiro de Sousa Catalogação na Fonte: Biblioteca Waldyr Diogo de Siqueira D978i Dutra, Marlene de Alencar. Informática Educativa / Marlene de Alencar Dutra, Tatiana Santos da Paz; Coordenação Cassandra Ribeiro Joye. - Fortaleza: UAB/IFCE, 2015. 79p. : il. ; 27cm. ISBN 978-85-475-0002-3 1. INFORMÁTICA EDUCATIVA. 2. AMBIENTES VIRTUAIS DE ENSINO E APRENDIZAGENS. 3. PRODUTOS EDUCACIONAIS INFORMATIZADOS. I. Joye, Cassandra Ribeiro (Coord.). II. Instituto Federal de Educação, Ciência e Tecnologia do Ceará – IFCE. III. Universidade Aberta do Brasil – UAB. IV. Título. CDD – 371.334 Apresentação 6 Referências 77 Currículo 80 SUMÁRIO AULA 1 Tecnologias digitais na educação 7 Tópico 1 Educação, sociedade e tecnologia: perspectivas e desafios 8 Tópico 2 Políticas públicas e informática educativa no Brasil: construindo um panorama histórico 11 Tópico 3 Informática educativa e concepções pedagógicas 19 AULA 2 Uso de softwares e aplicativos em contexto educacional 27 Tópico 1 Classificação e uso de softwares educativos 28 Tópico 2 Softwares livres e generosidade intelectual 39 AULA 3 Ambientes informatizados de ensino e aprendizagens e recursos educacionais abertos 47 Tópico 1 Ambientes virtuais de ensino e aprendizagem 48 Tópico 2 Recursos educacionais abertos 58 AULA 4 Produtos educacionais informatizados: critérios e instrumentos para uma avaliação formativa 64 Tópico 1 Desmistificando a avaliação 65 Tópico 2 Método de avaliação ergopedagógico interativo – MAEP 71 APRESENTAÇÃO Caros estudantes, sejam bem-vindos! A disciplina Informática Educativa é parte integrante do material didático disponibilizado para a estruturação e organização dos seus estudos. Por isso esta disciplina será de fundamental importância na sua formação. Em nossas aulas, iremos refletir sobre situações cotidianas da docência que envolvem o uso das tecnologias digitais nas relações pedagógicas estabelecidas entre professores e estudantes. Para isso, criamos um labirinto de textos e intertextos organizado de forma didática e estruturada. Na aula 1, iniciaremos a discussão sobre a relação entre Educação e Tecnologias. Para isso, voltaremos aos primórdios da relação do homem com a técnica, a fim de compreendermos a importância das tecnologias para a sociedade. Nesta aula veremos, a partir de um breve histórico sobre a Informática Educativa no Brasil, como as tecnologias digitais têm sido inseridas no contexto educacional e quais são as perspectivas para a relação tecnologia e ensino. Na aula 2, trataremos sobre os softwares educativos, discutindo as suas limitações e possibilidades pedagógicas. São apresentados diferentes tipos de softwares educativos e suas características. Através desta aula, você terá elementos para fazer uma análise desses softwares, atentos à perspectiva pedagógica que orienta o software. Na aula 3, discutiremos sobre Ambientes Virtuais de Aprendizagem (AVAs). Nela apresentaremos as principais características dos AVAs e quais as possibilidades pedagógicas de um trabalho desenvolvido em ambientes online. Trataremos sobre os REAs – Recursos Educacionais Abertos – e sobre a filosofia desses recursos. Por fim, na aula 4, serão explicitados os critérios e instrumentos que poderão ser utilizados na avaliação de produtos educacionais informatizados. Nesta aula, discutiremos diferentes abordagens de avaliação e apresentaremos o Método de Avaliação Ergonômico e Pedagógico. Ele nos auxiliará nos processos de análise, seleção e avaliação formativa de produtos e sistemas informatizados com objetivos educativos. Durante nossas aulas, navegaremos nos labirintos das tecnologias da informação e do conhecimento, descobrindo novos e outros espaços de aprendizagem, entrelaçando leituras e saberes. É importante adentrar neste labirinto, porém não podemos ficar restrito a ele. Afinal, somos os principais autores de nossa formação! Então vamos traçar percursos, promover encontros, criar estratégias de administração de tempo e elaborar roteiros de estudos a partir das sinalizações constantes. 6 Informática Educativa Tecnologias digitais na AULA 1 educação Caro(a) aluno(a), Daremos início à nossa disciplina debatendo temas relevantes para o estudo da Informática Educativa. Discutiremos inicialmente a presença das tecnologias na sociedade e, sobretudo, nos cenários educacionais. Para isso, trataremos, nesta aula, das principais políticas públicas que orientaram a Informática Educativa no Brasil e refletiremos sobre as contribuições das tecnologias digitais para a educação. Vamos à aula! Objetivos • Refletir sobre a complexidade das tecnologias digitais aplicadas à educação • Compreender as contribuições das políticas públicas da Informática Educativa no Brasil • Relacionar as propostas pedagógicas às tecnologias digitais na educação AULA 1 7 Educação, sociedade e tecnologia: perspectivas e desafios TÓPICO 1 BJETIVO O • Estabelecer relações entre educação, sociedade e tecnologia niciaremos este tópico refletindo sobre a presença das tecnologias na sociedade. Para isso, viajaremos no túnel do tempo e descreveremos o início da relação entre homem e técnica. Essa viagem será fundamental para queI você compreenda como as tecnologias alteram o modo de pensar humano e podem contribuir para as práticas educacionais. Trilhando este percurso, você entenderá de que forma as políticas públicas no Brasil têm orientado a inserção desses artefatos no ensino brasileiro. Nossa viagem no túnel do tempo começa nos primórdios da relação do homem com a técnica. Para pensar a relação entre sociedade e tecnologia, é necessário pensar o fenômeno técnico acompanhando todo o processo de constituição do homem, ou seja, a evolução da humanidade. Veremos que a técnica é inerente ao ser humano. Desde sempre, as ações técnicas mais primárias foram um dos elementos que colaboraram com a formação do homem como ser pensante e inteligente. O uso de instrumento foi o primeiro passo dado pelos ancestrais em direção à evolução e esses tiveram sua capacidade física e intelectual ampliada através da mediação dessas ferramentas. O uso de lascas de pedra para cortar e raspar retrata um dos primeiros usos de instrumentos pelo ser humano. É interessante pensar que a relação entre homem e técnica existe desde os primórdios, logo que se inicia a evolução do homem; depois que este se ergueu sobre duas pernas, passou a usar as mãos com mais desenvoltura e aumentou a capacidade de informação do cérebro, aumentando, logicamente o tamanho deste. 8 Informática Educativa AULA 1 TÓPICO 1 Figura 1 – Ancestrais e seus primeiros instrumentos Fonte: wikimedia.org Nesse processo, os instrumentos e as técnicas foram se multiplicando à medida que os nossos ancestrais construíam abrigos, aprimoravam as suas habilidades na caça, criavam diferentes ferramentas. O processo de ensinar estas técnicas para os seus pares resultou no desenvolvimento da fala, por exemplo (SILVA, 2006). A concepção e o uso de instrumentos provocaram mudanças nos padrões de comportamento e no modo de pensar do ser humano. Isso possibilitou aos indivíduos a locomoção para regiões distantes, a adaptação e a sobrevivência com mais facilidade nos ambientes variados, interagir melhor e constituir-se em grupos e assim fortalecer suas técnicas. Você já imaginou quais as técnicas que mais marcaram a humanidade? Elas trouxeram alterações para o raciocínio humano e mudaram sua relação com o conhecimento. Figura 2 - Evolução humana Fonte: DEaD/IFCE A oralidade, a escrita e a informática são consideradas por Lévy (1999) como as três principais Tecnologias da Inteligência, pelo seu potencial transformador e seu caráter de extensão das funções físicas e cognitivas do homem. AULA 1 TÓPICO 1 9 Essas tecnologias possibilitaram a ampliação, exteriorização e transformação da cognição humana. Vamos compreender por quê? As sociedades onde se desenvolveram
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