Políticas de inclusão digital: impactos na prática pedagógica de professores em Escola Pública da Cidade de Natal/Brasil
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2013
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O objetivo desta pesquisa foi de analisar a prática pedagógica dos professores que participam dos cursos ofertados pelo ProInfo, mais especificamente, Inclusão Digital, Tablet educacional e o projeto UCA. A investigação foi realizada num NTE (Núcleo de Tecnologia Educacional), na cidade de Natal/Brasil. Tal proposta originou-se da constatação das dificuldades, das dúvidas, dos deslumbramentos e da resistência quanto à utilização das Tecnologias da Informação e Comunicação como ferramenta pedagógica por parte de alguns professores em seu cotidiano escolar. Para subsidiar teoricamente o trabalho, buscamos a contribuição de Behrens (2004), Bogdan (1994), Castells (1999, 2001 e 2005), Freire (1996), Lévy (2000, 2006), Kenski (2003), Imbernón (2010), Moran (2004, 2007), Nóvoa (2000), Perrenoud (2000), Tardif (2002), Triviños (1987), Valente (2002), entre outros mencionados no corpo da dissertação. A metodologia empregada foi uma abordagem de cunho qualitativo e de natureza descritiva. Os dados foram coletados por meio de questionários e de entrevista semiestruturada com os professores. Os resultados da pesquisa revelam que o ProInfo no primeiro momento trouxe motivação e teve como impacto mudar o pensar a respeito das TIC, espera-se que essa mudança de pensar tenha um impacto a médio e longo prazo na prática do professor.
This research aims to analyze the teachers’ pedagogical practice, who attend courses offered by the ProInfo, more specifically, Digital Inclusion, educational Tablet and the UCA project. The investigation was done at NTE (Educational Technology Center), in Natal/Brazil. Such proposal originated from the difficulties found, doubts, bedazzlements and from the resistance by the Information’s Technologies and Communication as a pedagogical tool used by some teachers in their daily school. To theoretically support the work, we used the Behrens’s contribution (2004), Castells (1999, 2001 and 2005), Freire (1996), Lévy (2000, 2006), Kenski (2003), Imbernón (2010), Moran (2004, 2007), Nóvoa (2000), Perrenoud (2000), Tardif (2002), Triviños (1987), Valente (2002), among others mentioned in the body’s dissertation. The methodology used was a qualitative and descriptive approaching. The data were collected from questionnaires and half structured interview with the teachers. The research’s results showed that the Proinfo at the first moment brings motivation and had as a impact to change the thought about the TIC, it’s expected that this change of thought has an impact in a half and long time in the teacher’s practice.
This research aims to analyze the teachers’ pedagogical practice, who attend courses offered by the ProInfo, more specifically, Digital Inclusion, educational Tablet and the UCA project. The investigation was done at NTE (Educational Technology Center), in Natal/Brazil. Such proposal originated from the difficulties found, doubts, bedazzlements and from the resistance by the Information’s Technologies and Communication as a pedagogical tool used by some teachers in their daily school. To theoretically support the work, we used the Behrens’s contribution (2004), Castells (1999, 2001 and 2005), Freire (1996), Lévy (2000, 2006), Kenski (2003), Imbernón (2010), Moran (2004, 2007), Nóvoa (2000), Perrenoud (2000), Tardif (2002), Triviños (1987), Valente (2002), among others mentioned in the body’s dissertation. The methodology used was a qualitative and descriptive approaching. The data were collected from questionnaires and half structured interview with the teachers. The research’s results showed that the Proinfo at the first moment brings motivation and had as a impact to change the thought about the TIC, it’s expected that this change of thought has an impact in a half and long time in the teacher’s practice.
Descrição
Orientação: Filomena Maria Gonçalves da Silva Cordeiro Moita ;
co-orientação: Dulce Maria Franco
Palavras-chave
EDUCAÇÃO, FORMAÇÃO DE PROFESSORES, TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO, PRÁTICAS PEDAGÓGICAS, BRASIL, NATAL, EDUCATION, TEACHERS, INFORMATION AND COMMUNICATION TECHNOLOGIES, PEDAGOGICAL PRACTICES, BRAZIL, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO