Proinfo integrado à formação dos professores da rede pública de ensino do Amapá: construindo uma identidade

Detalhes bibliográficos
Ano de defesa: 2010
Autor(a) principal: Lobato, Tereza Catarina Furtado lattes
Orientador(a): Almeida, Fernando José de
Banca de defesa: Não Informado pela instituição
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: Currículo
Departamento: Educação
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://tede2.pucsp.br/handle/handle/9548
Resumo: This paper develops a research on the continuing teacher education to adopt educational technologies at public schools in the state of Amapá, as proposed by Proinfo Integrated Program to assist teachers in using the Information and Communication Technology (ICT), in the period from 2009 to 2010. We seek to present some analyzed aspects established in the policies to introduce technologies, such as the criteria, the alternatives, the settings and mechanisms launched by NTE/AP to make adjustments to solve the difficulties along the process to implement the integration of ICT into the curriculum, carried out in the schools by developing practices which support teachers. This research aims to improve the comprehension of how teachers understand and assimilate the proposal to implement the technology in schools, what are their needs of changing according to their perspectives of work, suiting the new requirements of social and educational context. One of those current requirements would be to promote a digital culture in order to integrate technology into the curriculum, and adopt activities to develop learning projects that provide students with an interdisciplinary approach, with the use of ICT in innovative ways. This research aims that the NTE/AP initiates a broad proposal that meets the needs of schools, in the construction of integrated planning, strengthening the students, who have a decision-making role in the upbringing of their teachers and in the conception of mechanisms of evaluation and use of technology in schools