O design educacional do ensino médio integrado do IFBA : campus Salvador: educação e tecnologia numa perspectiva histórico- critica

Abstract

The present dissertation has as its object of study the educational design from a historicalcritical perspective. The main objective of this work is to analyze the assumptions of educational design from the perspective of historical-critical pedagogy, which support and guide the teaching praxis with the use of digital information and communication technologies (TDIC) in Integrated High School (EMI), so that can significantly contribute to the consolidation of critical and constructive education in the teaching and learning processes of this level of education. Its specific objectives are to analyze the epistemological and pedagogical foundations of educational design and historical-critical pedagogy, as well as how they can contribute to the teaching and learning process at EMI at IFBA – Campus Salvador; investigate eventual didactic-pedagogical demands in the EMI of the IFBA – Campus Salvador, which may be contemplated by the planned use of digital information and communication technologies; and, finally, to propose training for EMI teachers at IFBA – Campus Salvador, regarding the use of digital information and communication technologies. As for the methodology used, the type of study carried out is action research, as it results in the creation of an educational product, more precisely an e-book, which should serve as an instrument of intervention in reality, with the purpose of training teachers for the use of digital technologies in teaching practice. Questionnaires were also applied to teachers and students of the EMI of the IFBA – Campus Salvador, regarding the historical-critical pedagogy, which is the pedagogical concept adopted by the institution, the conceptual bases of professional and technological education, and the current context of the use of digital technologies in the institution’s teaching. For the construction of the theoretical framework for this dissertation, works by authors who study Marxist theory, historical-critical pedagogy, professional and technological education, and educational design and technology were consulted. Subsequently, an analysis of the responses of teachers and students was carried out, and, from them, it was possible to verify the different views that the two audiences have about the topics covered and to collect relevant information for the construction of the e-book. The research under discussion is relevant due to the premise that pedagogical planning and teacher training for the current context of the digital age is of great value for the improvement of teaching. It is also worth highlighting the consonance of this research with the Institutional Pedagogical Project of the IFBA (PPI), since the document emphasizes, as one of the principles of the institution, the promotion of integral formation that aims to overcome the dichotomy between manual work and intellectuals for high school students.