Análise comparativa dos modelos tecnopedagógicos das licenciaturas em matemática ofertadas via UAB/CAPES: o caso das instituições públicas de ensino superior do Ceará (2011-2022)

Abstract

This thesis presents the comparative analysis of the technopedagogical aspects of the pedagogical projects of the Bachelor’s degree in Mathematics - Educator’s degree offered via UAB/CAPES by Public Higher Education Institutions (IPES) of Ceara, according to the triad: pedagogy of support of each model according to the classification of Paquete (2000), the customization of teaching, regarding the objectives of Bloom, active methodologies and the pedagogical tetrahedron of Joye (2018). The Higher Education Institutions investigated are those that offer the Bachelor’s degree in Mathematics - Educator’s degree, on a semi-remote (hybrid) basis, which are: The Federal University of Ceara (Universidade Federal do Ceará-UFC), the State University of Ceara (Universidade Estadual do Ceará-UECE), the Federal Institute of Ceara (Instituto Federal do Ceará -IFCE), the Federal University of Cariri (Universidade Federal do Cariri-UFCA) and the Regional University of Cariri (Universidade Regional do Cariri-URCA). To this end, as a methodological course, it adopts History and Comparative Education as a research approach to collect data supported by the comparative method of George Bereday, whose steps are: description, interpretation, juxtaposition and simultaneous comparison. The theoretical sections revolve around concepts such as: Technopedagogy applied to Distance Learning supported by digital technologies; history of Distance Learning of the Higher Education Institutions that offer the Bachelor’s degree in Mathematics - Educator’s degree, distance learning, in Ceara, and, finally, pedagogical models proposed by the UAB/CAPES system. In the section of discussion and data analysis, it compares, analytically, the technopedagogical models of the Distance Learning of the IPES of Ceara that offer the Bachelor’s degree in Mathematics - Educator’s degree through this modality, from the comparative method of George Bereday, arriving at the result that these models interact directly with the model described by UAB and that they have strong similarities with each other, due to the technopedagogical recommendations presented by UAB/CAPES. The conclusion to which this research came is that the technological pedagogical model of UAB is outdated, needing to be revised, according to the new technological demands of contemporary society.