期刊名称：Revista Brasileira de Informática na Educação
印刷版ISSN：1414-5685
出版年度：2001
卷号：8
期号：1
页码：101-103
语种：Portuguese
出版社：Revista Brasileira de Informática na Educação
摘要：With the accelerated technological development, stimulating/stimulated by the desire of a new society, several changes have been emerging in the social, economic, political, cultural, ethical and moral relations in the existential universe. In this context, the main question of this work was to understand how distance education can bea strategy to develop competence, making use of computational resources. In this study, competence is defined as the ability of the individual to integrate the different kinds of knowledge, which develop in the interrelation of the universes of doing, power and knowledge, acting in a dialogical, reflexive and intelligent way in the life situations the happen. The investigation attempted to critically analyze the conception of competence of the students and professionals that acted in the Specialization Course in Educative Computation for Multiplier Teachers in the Nucleus of Educational Technology (NTEs) of the State of Rio Grande do Sul, Brazil, promoted by the National Program ofComputation in Education (PROINFO), bringing to evidence how this question was treated during the course. The study also attempted to critically analyze the paradigmatic orientation of the professionals and the limits/possibilities for the use of computational resources in activities of distance education. Still, the investigation looked for building reference points to help the reflection about the contribution of distance education in the development of competence (to know how to be), using computational resources. The study was developed in a qualitative approach, with dialogical characteristics, based on the Complex Thinking Paradigm proposed by Morin (1980, 1991, 1996). The analysis of the obtained data showed that the interviewed people still don’t see competence as a factor that influences/is influenced by the changes that are happening in the society in terms of formation. In this sense, competence doesn’t seem to be included in the formation which these professionals work for. However, these interview people feel the need of a paradigmatic change, and for this to happen they think that a change in the teachers’ formation is necessary. They put credibility and expectations in the use of computational resources and in the access to Internet, more than in distance education, as the factors that can be determinants in the process of this paradigmatic change. However, this situation implies caution and the need to invest in the constant exercise of reflection and in a critical behavior with relation to the computational resources. This reflection is important for being aware that the computational resources are not enough to guarantee quality in the education, although they bring contributions to distance education, and they can even become a threat if teacher looks only at these resources. Distance education may represent an alternative way in search of the development of a complex thinking which deals with uncertainty and understands that the existential universes are not submitted to an order, but are a space of a dialogical relationship (at the same time antagonic, competitive and complementary) among order, disorder, and organization. This organization processes are constantly in action in the universes of doing, power and knowledge through several inter-retroactions that imply in the parts as well as the parts imply in the whole. This complex thinking will permit that the individual uses the several characteristics of distance education as: higher flexibility, rupture of space and time barriers, respect to the student’s learning rhythm, from a reflexive, strategic and intelligent position in search of forming for competence (to know how to be). This will be a political and ethical choice, compromised with the use of power in a collective/individual perspective looking for the construction of a solidary society.
其他摘要：With the accelerated technological development, stimulating/stimulated by the desire of a new society, several changes have been emerging in the social, economic, political, cultural, ethical and moral relations in the existential universe. In this context, the main question of this work was to understand how distance education can bea strategy to develop competence, making use of computational resources. In this study, competence is defined as the ability of the individual to integrate the different kinds of knowledge, which develop in the interrelation of the universes of doing, power and knowledge, acting in a dialogical, reflexive and intelligent way in the life situations the happen. The investigation attempted to critically analyze the conception of competence of the students and professionals that acted in the Specialization Course in Educative Computation for Multiplier Teachers in the Nucleus of Educational Technology (NTEs) of the State of Rio Grande do Sul, Brazil, promoted by the National Program ofComputation in Education (PROINFO), bringing to evidence how this question was treated during the course. The study also attempted to critically analyze the paradigmatic orientation of the professionals and the limits/possibilities for the use of computational resources in activities of distance education. Still, the investigation looked for building reference points to help the reflection about the contribution of distance education in the development of competence (to know how to be), using computational resources. The study was developed in a qualitative approach, with dialogical characteristics, based on the Complex Thinking Paradigm proposed by Morin (1980, 1991, 1996). The analysis of the obtained data showed that the interviewed people still don’t see competence as a factor that influences/is influenced by the changes that are happening in the society in terms of formation. In this sense, competence doesn’t seem to be included in the formation which these professionals work for. However, these interview people feel the need of a paradigmatic change, and for this to happen they think that a change in the teachers’ formation is necessary. They put credibility and expectations in the use of computational resources and in the access to Internet, more than in distance education, as the factors that can be determinants in the process of this paradigmatic change. However, this situation implies caution and the need to invest in the constant exercise of reflection and in a critical behavior with relation to the computational resources. This reflection is important for being aware that the computational resources are not enough to guarantee quality in the education, although they bring contributions to distance education, and they can even become a threat if teacher looks only at these resources. Distance education may represent an alternative way in search of the development of a complex thinking which deals with uncertainty and understands that the existential universes are not submitted to an order, but are a space of a dialogical relationship (at the same time antagonic, competitive and complementary) among order, disorder, and organization. This organization processes are constantly in action in the universes of doing, power and knowledge through several inter-retroactions that imply in the parts as well as the parts imply in the whole. This complex thinking will permit that the individual uses the several characteristics of distance education as: higher flexibility, rupture of space and time barriers, respect to the student’s learning rhythm, from a reflexive, strategic and intelligent position in search of forming for competence (to know how to be). This will be a political and ethical choice, compromised with the use of power in a collective/individual perspective looking for the construction of a solidary society.
关键词：Informática na Educação; Ciência da Computação; Educação
其他关键词：Computers in Education; Computer Science; Education
