| dc.description.abstract | This monograph presents some study about the pedagogical management in front of the teaching in
the degrees and the digital and technological convergence that is currently and easily in the contexts
of higher education. The present study is linked to the research entitled "Culture of Digital and
Technological Convergence in UFSM Undergraduate Courses: Is it possible to have a (Trans)
Formative Connection between Higher Education and Basic Education?", Developed by the Study
Group On Education in Digital Culture and GPKOSMOS Training Networks. The research problem
presented in this study seeks to verify how the Pedagogical Management integrates and appropriates
the Digital Information and Communication Technologies (TDIC), in the undergraduate courses of the
Federal University of Santa Maria (UFSM). As main, we seek to understand how the appropriation of
the TDICs by the teachers that train the undergraduate courses occurs, mainly as it happens to the
integration of the Virtual Environment of Teaching Learning (AVEA) in the pedagogical practices
offered in these courses and if the organization of the pedagogic management of the degrees. To the
technological and pedagogical fluency to use AVEA MOODLE as didactic-pedagogical support in
face-to-face teaching. We refer to Pedagogical Management or Pedagogical Management, concepts
brought by Libâneo (2002). Ferreira (2008) and Luck (2009), where both conceptualize pedagogical
management - pedagogical all actions linked to didactic-methodological organization, decision making,
participation, shared knowledge and challenges and self-reflection on the action taken in the
educational contexts, from the selection of materials, knowledge about the material to the application
and success of the same in the learning teaching process. When we deal with digital and
technological convergence we understand that in addition to integrating technological media and
equipment, or designating a single and appropriate source or trend to provide services. We emphasize
the importance of reconciling with all this, the Pedagogical and Technological Fluency and the Open
Educational Resources (OER) of these digital environments. To be fluent according to Kafai et al
(1999) is to have knowledge beyond the machine, to know how to exploit it, to use it and to
appropriate it according to the inserted context, is to endow knowledge to share new knowledge. The
challenges of this process were numerous, we challenge ourselves to involve all 23 UFSM
undergraduate courses, as well as its 469 training teachers. To do this, we used the Survey Monkey
online questionnaire, containing open, closed and dependent questions, making the invitation to the
undergraduate teachers available as a search method. It is important to emphasize researches related
to the [Re] Construction of Higher Education, since we know that increasingly the contexts and the
subjects participating in these spaces are other, inherent in the new technologies, therefore, to
understand the teaching process as a Continuous process, but of transformation, is the golden key to
establishing the quality of teaching. | |
