A FORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORES DA REDE MUNICIPAL DE ENSINO DE CORUMBÁ-MS PARA O USO DAS TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO

• Ano de defesa: 2022
• Autor(a) principal: ALINE CRISTINE ANDROLAGE MERCADO
• Orientador(a): Marcia Regina do Nascimento Sambugari
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Formação continuada. Tecnologias. Alfabetização.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/5052

This research project is part of the Master's Course in Education of the Postgraduate Program in Education at the Federal University of Mato Grosso do Sul, Pantanal Campus, in the research line: "Educational practices, teacher training in school and non-school spaces". Integrates the research project "Literacy and literacy in school and non-school contexts" and is linked to the Group of Studies and Research on Teacher Training and Practice. It is based on the assumption that the expansion of technologies in society and the challenges posed to the school require changes, both in training processes and in the organization of the pedagogical work of teachers, especially those who work with literacy. It seeks to answer the following questions: what training have literacy teachers received for the use of (ICTs)? How do they evaluate this training? Which challenges are faced by literacy teachers for the insertion of digital technologies in their pedagogical practices? It has as a general objective to understand how is configured the continuing education of literacy teachers for the use of ICTs - Information and Communication Technologies (Tecnologias da Informação e Comunicação) in the Municipal Education Network of Corumbá. As specific objectives we have the intention to: (i) raise the continuing education courses, focused on the use of ICTs to literacy teachers offered by the SEMED- Municipal Secretariat of Education (Secretaria Municipal de Educação) and the NTEC- Nucleus of Educational Technology (Núcleo de Tecnologia Digital) of Corumbá - MS, in the last five years. (ii) Check how the literacy teachers evaluate the continuing education courses for the use of ICTs that they took in the last five years. (iii) Identify if the literacy teachers insert ICTs in their pedagogical practices. In a qualitative approach, for a refinement of the research, first it was carried out a survey of research on the theme continuing training of literacy teachers for the use of technologies. For the production of data, it counted on the survey and documentary analysis of continuing training actions in ICTs for literacy teachers of the Municipal Education Network, carried out in the last five years by the Municipal Secretariat of Education (SEMED) and Nucleus of Educational Technology (NTEC) of Corumbá. Interviews were also conducted with four literacy teachers who had participated in continuous training activities for the use of technologies in the last five years. The results indicate that the NTEC/SEMED offered several continuing education activities for teachers, but no course was focused on the use of ICTs for literacy teachers. The participants of this study consider the training actions of extreme relevance for the acquisition of knowledge and for the insertion of ICTs in teaching practices. It was found that all teachers use technologies, some more frequently, others less, but all, without exception, recognize the effective participation of students when technologies are part of the teaching and learning process.