Tecnologias como prática social : estudantes do ensino fundamental como sujeitos da integração das tecnologias digitais de rede ao currículo escolar

• Ano de defesa: 2017
• Autor(a) principal: Santos, Jocilene Barboza dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Tecnologias digitais de rede; Estudantes do ensino fundamental; Currículo; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Digital network technologies; Primary school students; Curriculum
• Link de acesso: http://ri.ufmt.br/handle/1/2075

The Digital Network Technologies (DNT) make presence at school and entice us to ponder upon their potentialities for the curriculum, as they are integrated the social context of teenagers and youth. They are producers of languages and need to be applied in the perspective of inclusion, being significant to school on recognizing the cultural practices associated to these technologies. The regulation upon certain devices by students at school, like written on the Mato Grosso State Law that forbids its use, for “non-educational” purposes (like mobile phones, MP3 and MP4 players, Ipod, laptops, smartphones, digital cameras, tablets and others) puts the Internet on the focus of the discussion, as it apparently to be the trigger of the use of mobile phones and other cultural instruments by the students. The tensions provoked by such social practices are intriguing to raise discussions still not enough problematized regarding integration of DNT into curriculum, starting from the following questions: What mobilizes students of a public school to access the Internet: Which relations can be drawn between mobilizing elements and integration of DNT into school curriculum? Is there convergence between interests of students and teachers to access the Internet? Following this context, this research has sought to comprehend the interests that drive students to access the Internet, and its convergences towards integration of DNT to the school curriculum, in the perspective of social practice. The research is of qualitative approach, based upon the political cycle of Ball, theoretically and methodologically. The data collection has been done on bibliographical and documental research, and participant observation with registration in a field diary and conducting group interviews. The observations were done in the computer lab, video room and in four classes of the third cycle, second and third phases, classes “A” and “B” respectively, at a Primary Public School in the state network, at the municipality of Cuiabá, Mato Grosso. Interviews were taken with four groups of students, regarding the four classes observed. The research has shown that students are subjects of the curriculum policy on DNT in the context of practice, which cultural objects of their interest dispute with school curriculum, whether on or off-line, from your interests on the internet.