Uma investigação sobre paradigmas tecnológicos e abordagens pedagógicas dos tutores inteligentes nos sistemas de ensino-aprendizagem
Abstract
This research work has as its starting point the conjecture posed by Oliveira
regarding a possible technicist reflux yielded by the dissemination of new information and
communication technologies (ICTs) over varying extents (political, economical, scientific
etc.), highlighting its incidence on the implementation of its resources in the domain of the
methods and techniques of education. In this context, focusing on the Intelligent Tutoring
Systems (ITS) as a representative instance of such educational technologies (with novel
paradigms with respect to other media such as data extraction and computation and
information inference), this investigation aims at assessing and explaining, through the
pedagogical perspective, the possible occurrence of approximations to the technicism. The
methodology relies on the in-depth study of the ITS based on the pedagogical paradigms
which ground the focused educational technology, being the method of analysis that of
established models and processes of the System Engineering field, in which ITS are effectively
developed as artifacts. The results identify and explain non-intentional technicists
approximations that are not inherent neither to the conception nor to the implementation, but
to an intermediary phase of the process corresponding to the system design. In addition,
some considerations are drawn on the difficulties and hindrances found in the disciplinary
study of interfacing technologies