Um modelo conceitual para a aprendizagem autônoma com smartphones e sua percepção por estudantes do ensino médio em Palmas

Abstract

Contemporary society is redefined at every moment, driven by a dynamic where social, political, economic and cultural factors are continuously interconnected, establishing new spaces and new frontiers through science and technology. In the educational sector, the Brazilian public school becomes increasingly challenged to live with this new scenario and convert its traditional practices into methodologies consistent with this new locus marked by the field of Information and Communication Technologies - ICT. Considering the difficulties of the school to face the challenges of the pedagogical use of the smartphone, like its prohibition in the public schools of Palmas, a problematizing question arose: "It is possible the autonomous learning of the students of the High School from the production of contents in the discipline of Geography through the use of smartphones? To answer this question, the following objective was formulated: "Contribute to the autonomous learning of high school students through the use of smartphone in the development of a methodological application in the production of contents in the discipline of Geography." In order to meet the proposed objectives, a research project was developed, characterized as a 'pilot project', with 23 students from the 1st year of High School of a state public school in Palmas - TO. Methodologically, concepts were developed regarding the mobility, pervassivity and ubiquity of mobile technologies, especially the smartphone. Two instruments of data collection were applied: a socioeconomic questionnaire at the beginning of the project and an opinion survey, at the end. The data collected were processed in spreadsheet and validated by the coefficient of agreement rWG. The results show that, of the students involved in the project, 94% had a smartphone, regardless of social class; 86.6% evaluated their perception of learning between optimal and good. 93.3% of the students had an effective participation in carrying out the proposed activities. 82% of students used their smartphone to record content or scenes, to edit and / or exchange information with colleagues. 80% of the students evaluated that the methodological action reinforced their learning. So, the answer to the initial question from the point of view of the students is "yes". It is possible to learn in a consistent and autonomous way with the pedagogical use of the smartphone, provided that the relevant objectives and guidelines are established, as well as to demonstrate the need of a change capable of generating a school curriculum consistent with the demands of society.