Integração crítica das tecnologias da informação e comunicação à pedagogia escolar: proposta de políticas públicas para a Prefeitura de Belo Horizonte

• Ano de defesa: 2016
• Autor(a) principal: Pedro Afonso Valadares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Educação; capitalismo; Rede Municipal de Ensino de Belo Horizonte; tecnologias da informação e comunicação; inclusão digital; Sistemas de escolas municipais Belo Horizonte (MG); Inclusão digital; Capitalismo; Tecnologia da informação
• Link de acesso: http://hdl.handle.net/1843/BUBD-ANKNBK

This present research analyzes the importance of advocating for the improvement of the teaching-learning process in a critical way. It discusses the use of new information and communication technologies (ICT), in the school education, taking in mind the reality of Brazilian education and the city of Belo Horizonte. It also considers experiences in Portuguese and Finish education. It departs from the economic, social, political and educational reality from each location presented. It defends the improvement of the teaching-learning process, in a critical way, considering the use of new digital technologies under the relations of the capitalist system, due to its relevance in the productive restructuring of the contemporary capitalism. The methodology used was bibliographical research and documentary analysis. It identifies that the RMEBH (Belo Horizonte Municipal Education Network) has not inserted in its regular practices the full use of the ICTs. Starting from the data collected and from the analysis of the implementation programs of ICTs in Portugal and Finland, it suggests, in an emancipatory perspective, public policies in order to adequate the schools of RMBH aiming the effective use of the teaching-learning process. It considers, specially, the continuous training of the teachers in ICT; classroom models and other school facilities with the appropriate adjustments; and the curricular reorganization from schools in order to provide the inception of the ICTs in the subjects and the teachers didactic.