Do Insular ao Peninsular: processos educativos mediados pelas tecnologias da informação e comunicação na educação profissional e tecnológica, à luz do pensamento complexo

Abstract

In the light of the complex thought, we are in and we are the technological and planetary era, where we are products and producers, a fact that ends up transforming the education and makes us face challenges and possibilities, from which I can highlight the urgency to think and achieve an educational process that can consider and meet the needs of the contemporary students, who are used to the speed and ease of communication and information access and contents, as well as how they think, process the information and how they communicate, differently from the previous generations. Through an open and complex rationality, it was possible to outline, based on the complex thought, theoretical and methodological elements in order to produce teaching practice mediated by the information technology and communication (ITC) for the professional and technological education (PTE), as an alternative to enhance student learning, and in a recursive logic, inherent to the complex thought, promote the analysis of the reverberation from this process of thinking and implement teaching practices mediates by ITC in PET in knowledge and teaching routine, since the movement of research-action made enable the true teacher formation among pairs. Thus, the power of an educational process was envisioned so that the school subjects and the specific content can be articulated, linked, and in the last resort, contextualized, as understood that such process, which is essentially complex, needs to be rethought so that to take into account the contexts from where they originate and where the content and specific knowledge will be applied and resignify in order to enable the construction of a relevant knowledge, which relinks instead of fragmenting, and which, inevitably, starts to use the information technology and communication, product and producer of what we are in the teaching processes and learning ones. This study is a research with qualitative approach (BOGDAN; BIKLEN, 1999), with exploratory aim (GIL, 2002), supported on technical terms by a research-action (THIOLLENT, 2011; BARBIER, 2007 e MCKAY; MARSHALL, 2007) with grounds on the complex thought (MORIN, 2001, 2015a, 2015b). Data were collected between the first half of 2019 and the first half of 2020, before the start of the pandemic caused by the new Coronavirus (SARS-COV-2), responsible for COVID-19. The research had the participation of 3 (three) professors from the Instituto Federal Sul-rio-grandense (IFSul), Câmpus Pelotas, and their respective students, members of the classes in which the action research interventions were carried out, totaling 41 (forty-one) students, as well as the Director-General of said campus At the end of the investigation, I inferred that the use of information technology and communication in the light of the complex thought in the educational processes of the professional educational and technological are enhanced by the teachers, through the mentioned use, the construction of relevant knowledge (complex, global and multidimensional ones), reconnecting separate pieces of knowledge, taking into account what is contextual, the complexity in where they are inserted and make the individuals closer. Such movement of teachers, permeated by reflection cycles and dialogue with the problems of the practice, in a recursive process that helps evolution, ends up changing the knowledge of the teachers continuously and more successfully to enhance students learning.