O que é educação personalizada, afinal?
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Educação (UFSM)
ISSN
1984-6444
Página(s)/e-location
1-20
Idioma(s)
pt
Fonte
Fonte
Santa Maria, RS
46
98
jan./dez.
46
98
jan./dez.
Coleções
Resumo
Este artigo tem como objetivo discutir o conceito de educação personalizada a partir de concepções similares, a fim de evitar ambiguidades. Para alcançar esse objetivo, teve-se como método de investigação científica a pesquisa bibliográfica. Para operacionalizá-la, recorreu-se às bases de dados digitais e às obras de referências. As fontes selecionadas têm como parâmetro cronológico o período entre 1988 e 2017, e como parâmetro linguístico, os idiomas português, espanhol e inglês. Os principais autores consultados foram Hoz (1988), Escobar (1966), Bray e McClashey (2017), além de relatórios internacionais. Os resultados da pesquisa demonstraram que os elementos constituintes da educação personalizada definem uma concepção de educação fundamentalmente alicerçada na compreensão do estudante como ser autônomo, autogestor e metacognitivo, com perfis de aprendizagem que reverberam em interesses, ritmos e tempos diferenciados. Também se constataram as distinções entre os conceitos de individualização, de diferenciação e de educação personalizada, assim como as perspectivas avaliativas assumidas em cada conceito. Por fim, discutiram-se os apanhados da pesquisa e as possibilidades de implementação da educação personalizada na realidade brasileira.
This article aims to discuss the concept of personalized learning from similar conceptions, toavoid ambiguities. To achieve this goal, bibliographic research was used as a method for scientific investigation.So, tomake it operational, digital databases and reference works and documents were used. The sample consisted of 15 sources, published from 1970 to 2017, in Portuguese, Spanish and English. The choice of these sources considered mainly the explanatory character and theoretical elaboration of the concept of personalized education presented in the works, configuring them as primary sources, from which other theoretical studies can develop and advance in terms of proposition or (re)elaboration of the analyzed concept. The main authors consulted were Hoz(1988), Escobar (1996), Bray and McClashey (2017), in addition to international reports. The results of the research showed that the constituent elements of personalized learning,define a concept of education fundamentally based on understanding studentsas autonomous, self-managing and metacognitive beings, with learning profiles that reverberate between varying interests, rhythms,and times. Distinctions between the concepts of individualization, differentiation and personalized learning were also found, as well as the evaluative perspectives adopted in each concept. Finally, the research results were discussed, as well as the possibilities of implementing personalized learning in the Brazilian reality
This article aims to discuss the concept of personalized learning from similar conceptions, toavoid ambiguities. To achieve this goal, bibliographic research was used as a method for scientific investigation.So, tomake it operational, digital databases and reference works and documents were used. The sample consisted of 15 sources, published from 1970 to 2017, in Portuguese, Spanish and English. The choice of these sources considered mainly the explanatory character and theoretical elaboration of the concept of personalized education presented in the works, configuring them as primary sources, from which other theoretical studies can develop and advance in terms of proposition or (re)elaboration of the analyzed concept. The main authors consulted were Hoz(1988), Escobar (1996), Bray and McClashey (2017), in addition to international reports. The results of the research showed that the constituent elements of personalized learning,define a concept of education fundamentally based on understanding studentsas autonomous, self-managing and metacognitive beings, with learning profiles that reverberate between varying interests, rhythms,and times. Distinctions between the concepts of individualization, differentiation and personalized learning were also found, as well as the evaluative perspectives adopted in each concept. Finally, the research results were discussed, as well as the possibilities of implementing personalized learning in the Brazilian reality
Descrição
Palavras-chave
Diferenciação, Educação personalizada, Individualização, Metacognição, Differentiation, Personalized learning, Individualization, Metacognition
Citação
LIMA JÚNIOR, Afonso Barbosa de; SILVA, Lebiam Tamar Gomes. O que é educação personalizada, afinal?. Educação (UFSM), Santa Maria, RS, v. 46, n. 98, p. 1-20, jan/dez. 2021. https://doi.org/10.5902/1984644443799. Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/43799. Acesso em: 2022-07-20