As tecnologias digitais de informação e comunicação no complexo escolar da rede pública estadual de Santana do Ipanema

Detalhes bibliográficos
Ano de defesa: 2016
Autor(a) principal: Teixeira, Andréa Cristhina Brandão lattes
Orientador(a): Ferrete, Anne Alilma Silva Souza
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Sergipe
Programa de Pós-Graduação: Pós-Graduação em Educação
Departamento: Não Informado pela instituição
País: Brasil
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://ri.ufs.br/handle/riufs/4786
Resumo: This research aimed to analyze the experiences of pedagogical practice with the use of Information and Communication Digital Technologies in classrooms of basic schooling offered in three schools of public schools in Santana do Ipanema, Alagoas. We conducted a social research, with exploratory and descriptive-interventionist approach. Questionnaires were used, which contained open and closed questions, with manager segments, teachers and students to know the subjects and see how teachers have been using the technology in their practice. Data were entered into an electronic spreadsheet and analyzed from the perspective of Bardin Content Analysis. Then we conducted an intervention in order to explore the Digital Technologies of Information and Communication (TDIC) and reflect on the use of these in school. Its objective was to provide to participants teachers, contact with digital devices to facilitate their teaching activity and motivate student learning, enabling changes in teaching practice from the use of digital information and communication technologies. For this, we use applications and some digital platforms of social interaction already commonly used by teachers and students, like facebook and whatsapp. To evaluate the action, we interviewed representatives of three segments already mentioned. We realize that students are more conservative in the use of digital devices and, despite using them in their personal interactions, not (re) know as facilitators in teaching and learning processes. Pointed out that even the use of these in teaching practice require constant mediation of the teacher, continuing training and service for its technological appropriation, it is this professional who are focused on the use of experiences of TDIC in teaching practice. Thus, much remains to be done so that the participants in the formal educational process can use more efficiently the interactive features provided by TDIC.