Os professores iniciantes e o uso das mídias digitais nas práticas educativas

• Ano de defesa: 2016
• Autor(a) principal: Wesz, Liziani Mello
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Professor iniciante; Tecnologia; Mídias digitais; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Novice teacher; Technology; Digital media
• Link de acesso: http://ri.ufmt.br/handle/1/2515

This research is linked to the Postgraduate Program of Education PPGEdu/University Campus of Rondonópolis-CUR/MT and to the Investigação research group. Its objective is to establish evidence of inclusion of the Digital Medias in pedagogical practice of the novice teacher, parting from the specific teacher preparation training offered by the continued teacher education of the project of UFMT/OBEDUC. This constitution has an agenda, decided by the actual teachers when they point out their fragilities and necessities of teacher preparation training for better output in their teacher activities in a meeting of the project of qualification to the novice teacher, approved by UFMT along with the Education Observatory/CAPES/INEP/SECADI. It was observed that one of the points referred to the study of the use of Technologies, Digital Medias and, therefore, it was planned to fulfill this yearning by means of the specific continued teacher education with the intention that they could include Digital Medias in their practice, thus, to give the students the opportunity of more interactive and meaningful learning. The initial phase of teaching is permeated by anxiety, necessities and difficulties; so, this was intended to analyze how the egresses deal with such clashes daily in the profession. The research questions were: What conditions have the schools presented, as well as the teacher education which teachers have in order to work with Medias in daily life? What are the possible difficulties/obstacle that permeate the journey of the novice teachers for the inclusion of medias in public schools? What do the novice teachers reveal about their specific teacher preparation education in the OBEDUC project for the use of medias and what evidence do they present about the use in their teaching practice? The research developed according to the qualitative approach and the principle of the research development. To answer the questions the same approach was also adopted, with use of field journal, testimonies and interviews, videos, clippings of correspondence of applications, photographs, drawings and memorials. In order to assist the novice teachers, the research complied with some stages: collect the difficulties that the novice teachers presented in the education and methodology of the insertion of Digital Medias in daily teaching, monitor, advise and guide this teacher in the implantation/inclusion of the Digital Medias as a way of contributing to a well-succeeded practice with the use of these tools. The research had as loci six public schools, being three state schools and three municipal ones and, subsequently, the computer science laboratories of the courses of Pedagogy and Library Science of UFMT were used, in which the subjects were twenty-five novice teachers and six experienced teachers. The analysis revealed that the novice teacher goes through an inherent phase in the teaching profession, one of big difficulties, deadlocks, emotions and challenges, a stage of solitary exercise in which a few colleagues offer help to redress their obstacles. The results evidenced that the novice teachers were fulfilled in their claims when they point out evidence of inclusion of the Medias in their practices by presenting, in forms of seminars, some actions done in the schools. In addition, they revealed data of the necessity of the continued teaching education, practiced in the schools, involving more intensely the new teachers in this context and promoting interactions with the other teachers.