Aprendizagem ativa mediada por tecnologias digitais: estado do conhecimento

Abstract

In the globalized world there are different ways of communicating, relating, consuming and especially learning and teaching in virtual environments. Therefore, it is necessary for teachers, when combining digital resources with their teaching practice, to adapt the content, pedagogical and evaluation processes. Therefore, the objective of this work was to research articles published between 2019 and 2022, which reported activities developed with students using digital resources. We opted for qualitative and exploratory research, therefore the research corpus was made up of articles in the areas of Chemistry, Physics, Biology and Sciences, published in three Brazilian magazines. As a result, we found five articles that we analyzed according to Bardin (2011) using five a priori categories: 1. teacher's role, 2. student protagonism, 3. technological support, 4. learning and 5. evaluation. The results show that the development of activities with digital resources in the classroom has been little published, as we found only five works that describe activities created by teachers. In the teaching role category, all articles presented the teacher as a mediator and facilitator, regarding the student's protagonism and autonomy, we observed that it was present in the five articles. With reference to technological support, we found that digital resources were used in a pedagogical way by teachers. We found that in the learning category, different forms of learning were observed. Regarding the evaluation, the error was presented as something constructive and the teachers worked on mediation and understanding. We consider that the results highlight the growing importance of TDICs in education and the need for constant adaptation on the part of educators.