Projeto UCA e Plano CEIBAL como possibilidades de reconfiguração da prática pedagógica com as tecnologias digitais de informação e comunicação

• Ano de defesa: 2015
• Autor(a) principal: Márcio Roberto de Lima
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Prática pedagógica; Políticas públicas; Apropriação; Tecnologias Digitais; Educação
• Link de acesso: http://hdl.handle.net/1843/BUBD-A3BHSA

This research investigated the consequences of two public policies on digital inclusion the UCA Project (Brazil) and the CEIBAL Plan (Uruguay) in two Latin American schools and sought to understand whether these initiatives allowed the teaching appropriation of Information and Communication Digital Technologies (ICDT) and the reconfiguration of the pedagogical practices. The theoretical network articulated cyber-culture to education, progressing to the study of teaching appropriation process of ICDT and its possible repercussions on teaching practices, as well as structured a view about the pedagogical potentialities of ICDT. In field, interviews were conducted with Brazilian and Uruguayan teachers, who shared their impressions and experiences in the UCA Project (Tiradentes MG) and the CEIBAL Plan (Montevideo) until the year 2011. The methodological approach consisted of two stages: the documentary analysis of the references of the creation of the two studied policies and the construction of two case studies (one for Brazil and another for Uruguay). The case studies were structured with Atlas.ti software, which enabled the organization of our empirical data and the composition of semantic networks. The analysis that composed the Brazilian case evidenced that the actions of the UCA Project were not enough to stimulate teaching appropriation of ICDT, the reconfiguration of the pedagogical practice and the establishment of a digital culture, having in view low exploitation of the potential of TDIC associated with a precarious scenario for the implementation of the policy in the studied school. For Uruguay, the analysis revealed that the actions of CEIBAL Plan are providing gradual teaching appropriation of ICDT, progressive reconfiguration of the pedagogical practices and the first traces of the establishment of a digital culture in the studied school, considering the teachers broad-mindedness to the proposal, the continuity of the CEIBAL Plan and the improvement of technical and pedagogical support.