| dc.description.abstract | The results and discussions that were the base to this dissertation appear throughout 2016 and 2017, through a teacher training proposal undertaken by the researcher. To do so, it has been taken as research objectives: to value the relevance and challenges of mediation in the practical proposition of a continuing education course (educational product) at basic education, as well as to analyze it as a potential resource of development and theoretical-practical foundation for the construction of actions driving the entrepreneurial thought. The methodology of this research has as qualitative basis, associated to the descriptive analysis of the type of case study.The course counted on the use of technological resources, incorporated into the Blended Learning modality, that is, the use of the combination of interactive tools from the Moodle Platform, associated with meetings. Offered over the period (March / 2017), this course herein had 24 hours of study, whose methodological basis allowed the construction of conceptual discussions on subjects related to the context of entrepreneurship, made available online and teaching strategies created for the practical and meaningful exercise, carried out presencial. The public was consolidated with the participation of fifteen members, made of teachers and of the pedagogical team of the State School Nilo Peçanha, linked to the Basic Education of the Public School of the city of Londrina. The collected data considered the results of the participation of the involved ones through their productions registered in the VLE (Virtual Learning Environment) and also using a questionnaire which was carried out at the end of the course on the effective use of the methodology adopted. Thus, the articulation between content analysis and questionnaire could give more meaninful data on the results, when considering quantitative aspects, with frequency greater or lesser on the incidence of respondents' answers. So, given the choice of theories and methodologies employed, from the promoted discussions, highlighting the effective use of the Blended Learning model, on the point of view of the participants, 35% rated it as "interesting", followed by 22% as " excellent "and" valid ", and finally 11% consider it" different "and" creative ". However, it is believed that the adoption of different teaching strategies allowed the construction of new knowledge, which has been manifested in possible foreseen discussions by the use of the tool, while at the same time making it possible to conduct mediation in more effective use in practical activities. Therefore, the adopted model stands out as a universe relatively favorable to the development of new didactic abilities, as it enabled the participants to re-think about the pedagogical practice, by assuming different positions before the challenges that were proposed to them, being the main result the development of intervention
measures that could be taken as ideas of creative solutions, which could be interpreted as one of the aspects of the actions driving entrepreneurial thinking. It is clear, therefore, that there is an initiative in providing training courses aiming the development of new strategies that explore different possibilities able able to guide the participants on the direction of new coherent actions with a practice that places the teacher as an active and participative mediator against difficulties. | |
