The use of Whatsapp as a didactic-pedagogical resource in elementary schools
The presented scenario of March 2020, with the context of the COVID-19 pandemic, made many teachers challenge themselves in online classes, via instant messaging applications, highlighting WhatsApp. This study aims to present and reflect on the state of the art of using WhatsApp as a didactic-pedago...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2024 |
| País: | Brasil |
| Recursos: | Universidade Regional do Noroeste do Estado do Rio Grande do Sul (UNIJUI) |
| Repositório: | Revista Contexto & Educação |
| Idioma: | português |
| OAI Identifier: | oai:ojs.revistas.unijui.edu.br:article/14557 |
| Acesso em linha: | https://www.revistas.unijui.edu.br/index.php/contextoeducacao/article/view/14557 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Práticas Docentes Tecnologias Digitais Estado da Arte Teaching Practices Digital Technologies State of the Art |
| Resumo: | The presented scenario of March 2020, with the context of the COVID-19 pandemic, made many teachers challenge themselves in online classes, via instant messaging applications, highlighting WhatsApp. This study aims to present and reflect on the state of the art of using WhatsApp as a didactic-pedagogical resource in Basic Education. To this end, a bibliographical survey was carried out in theses, dissertations, and articles, from 2016 to 2021, in the Capes, Google Academic, and Scielo Portal catalogs. The state of the art acts as a map that allows the researcher not to get lost on the way or go through paths already traced too much (ROMANOWSKY; ENS, 2006). Sixteen scientific productions were selected. The main criterion for reaching these sixteen productions, 10 dissertations and 6 articles, was that the selected study described the experience of the pedagogical practice of the teacher with students, using WhatsApp groups, in a school in Brazil, in Basic Education. As for the advantages of using the application in a school environment, it was found that it provides greater motivation and student participation in activities, but the need for planning and constant pedagogical mediation is noted, otherwise the proposed educational objectives may not be achieved. |
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