Desafios e possibilidades de utilização da ferramenta metodológica WebQuest no ensino médio integrado do Instituto Federal do Amapá, campus Macapá

Abstract

A model of Professional and Technological Education committed to a proposal of integral and emancipatory education, is not effective in a scenario rooted in passive and reproductive methodologies. Faced with this reality, it is understood that digital information and communication technologies, conceived as teaching and learning tools, can offer the teacher a range of possibilities, among which we highlight the WebQuest, a concept created by Bernie Dodge in 1995. , as a pedagogical alternative that helps to scale the educational use of the internet. Thus, this study aims to identify the challenges and possibilities of using the WebQuest methodological tool in Integrated High School offered by the Federal Institute of Amapá (IFAP), Macapá campus. In order to carry out the research, we started with the following guiding questions: What contributions can the use of WebQuest provide to pedagogical praxis in the Integrated High School of IFAP, Macapá campus? Do teachers who work in the Integrated High School of IFAP, Macapá campus, know and use WebQuest? What would be the main difficulties faced, and what would be the impacts of the local and regional context in the use of this methodological tool? The research was characterized as applied, with a qualitative-quantitative approach, of an exploratory nature, having as locus the IFAP, Macapá campus. The methodological approach included carrying out a bibliographic research and applying semi-structured questionnaires, via Google Forms, in two different moments, the first included 16 teachers during the diagnosis phase, and the second involved 11 teachers who participated in the application of the educational product "EPTquest : WebQuest Planning, Formatting and Publishing online mini-course, and had contact with the secondary educational product “EPTquest: Practical Guide to WebQuest Planning, Formatting and Publishing”. It is hoped to be able to contribute to the improvement of teaching and learning in EPT, from the proposition of reflections on the possibility of using a methodological tool that can add opportunities to dynamize the teaching process and give greater meaning to learning.