Collaborative practices with the use of artifacts: Google Drive as a strategy for appropriation of concepts

Abstract

This article reports on the experience developed in a discipline of the pedagogy course that focuses on teaching planning. The objective was to understand the students' perceptions about the proposed mediation centered on collaborative participation to learn concepts. Starting from the notion of collaboration as a process of expanding learning, the proposal analyzed variables from the objectives, in order to verify how they affect the teaching-learning process: Significant experiences in its formative process; Conceptual learning and the Mediating Instrument. The methodology used was Qualitative, exploratory and descriptive, the data were collected through a questionnaire and were analyzed through content analysis. According to the results, it was identified that the students valued the opportunity to collaboratively plan, learn concepts and build knowledge, they felt active in the discipline, and the mediating instrument fostered learning to learn, making it possible to review the error and promote learning . The use of the glossary developed with Google Drive made it possible to deepen the concepts worked on in the discipline. It is concluded that the activities broadened the thinking, the criticality and the sharing of ideas, emerging new ways of conceiving technology.