Projeto UCA em Sergipe : análise da inclusão sociodigital e da formação continuada em serviço dos professores em uma escola da rede pública

• Ano de defesa: 2014
• Autor(a) principal: Melo, Daniele Santana de
• Orientador(a): Schneider, Henrique Nou
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Inclusão digital; Integração social; Professores - Formação; Educação permanente; Tecnologia educacional
• Palavras-chave em Inglês: Continuing education; Digital divide; Educational technology; Social integration; Teachers
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4669

The present study is aimed at analyzing the process of inclusion sociodigital through distribution equipment, from one perspective, ongoing education, provided by one of the projects articulated by public policies directed to Information Technologies in the educational environment. This is a case study in a school of public schools covered by the project One Laptop per Child. In this sense, the objective of this research is to analyze the contributions of ongoing education offered by UCA design for the pedagogical practices of teachers. The specific research objectives are: to analyze and describe the pedagogical practice of teachers in in-service training within the UCA; analyzing tools and methodologies adopted by teachers in their practice, after the implementation of the UCA design and verify |if| and |how| occurred / teaching process in the light of the guidelines of UCA Project occurs. Data analysis revealed the experiences of teachers linked the practice to the laptop as well as the relationship of theory and practice obtained by the process of ongoing education, allowing to know how was the process of inclusion sociodigital. We conclude that involve interesting projects implemented in school to a proposed intervention that maps to the constant review process, which teachers are protagonists, signaling the priority needs in relation to the school context in which they are inserted, which, without doubt provide the best targeting of new teaching practices.