Tecnologias digitais em educação: uma reflexão sobre processos de formação continuada de professores

• Ano de defesa: 2015
• Autor(a) principal: Amorim, Andrea Gabriela do Prado
• Orientador(a): Carlini, Alda Luiza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Formação continuada de professores; Tecnologias digitais de informação e comunicação; Educação básica
• Palavras-chave em Inglês: Continuous education of teachers; Digital technologies of information and communication; Basic education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10257

This research is part of the professional development research in line of the teacher and educational practices of the program: Teaching the teachers. This is an action research, which was developed in a qualitative way, based on literature review and analysis of the actions already undertaken with the primary school teachers and a half, the College Santo Agostinho- SP during the years 2007-2014 seeking to identify the difficulties of teachers in relation to the use of digital technologies in education (at school and in the classroom) and describe the potential of the pedagogical use of digital technologies. The focus objective is trigger a reflection on the continuing education process of teachers in the use of digital technologies in their teaching, understood as interactive information and communication resources, which support the teacher-student relationship and contribute to the achievement of dynamic and meaningful lessons. An interesting point in this research, is consider teachers as co-authors of reflection because it is founded on the assumption that significant changes in schools occur only when teachers are engaged. At same time the research consider that a teacher is not ready to practice their function perfectly, its a constant moviment of construction and reconstruction of their practice to meet the demands of his time and context that is inserted. The biggest challenge is to promote an education that provides elements that the teacher recognizes is necessary to educate in contemporary reality, putting in discussion values and practices consolidated throughout his professional career