Práticas pedagógicas inovadoras na Pós-Graduação em Turismo no Brasil: uma análise sobre o uso de tecnologias para o ensino

Abstract

Innovation in the educational system arises in order to redesign a recurrent educational model from past decades. Currently, the use of Active Methodologies (AMs), Educational Technologies (ETs), and Digital Information and Communication Technologies (DICTs) in teaching has been a strong ally in the teaching-learning process, and also an essential and inspiring tool for the new educational paradigms. The issue presented in this study relies on theoretical and practical assessments upon mediated teaching, mostly due to the absence of innovative pedagogical practices in the teaching training of postgraduate students, reflected by the teachers’ limitations on the use of technologies in teaching. Therefore, college professors, as educators’ trainers, need to be in constant interaction with educational trends, new work systems, and continuous reinvention, as well as creating new methodological propositions in the classroom, especially when reflecting on the new world scenario. In this context, this research aims to analyze the perception of postgraduate professors in Tourism in Brazil upon the use of Active Methodologies, Educational Technologies, and Digital Information and Communication Technologies as innovative pedagogical practices in teaching. The corpus of the research is designed to help professors align their teaching methodologies with the scenario of innovations of the twenty-first century. Moreover, it is expected that this study assists students’ formation with regard to their learning process as students, and that they reflect on the applicability of methods that enhance the contents which will be developed in the classroom during their teaching career. This study has an exploratory-descriptive nature and a quantitative approach. The theoretical survey was carried out through a Systematic Literature Review (SLR), which supported the presented proposal and confirmed the need to carry out this study in the field of Tourism teaching. The research instrument is mainly based on the Technological Pedagogical Content Knowledge (TPACK) model, which has been used in several studies in the educational field to identify types of knowledge that should converge so that teachers may align their pedagogical practices to the use of AMs, ETs, and DICTs in their teaching proposals. The data were analyzed through both descriptive and content analyses with the aid of SPSS statistical software. From the results, the research indicated that in recent times there has been a significant acceleration in the insertion process of AMs, ETs, and the use of DICTs in teaching, especially in higher education, which promotes new pedagogical practices. However, the scenario indicates that there are still great challenges in terms of adequate infrastructure, teacher training, implementation of new teaching methods and proposals, and curriculum revision, among other challenges that also need to be overcome