As implicações e o impacto para o trabalho docente com as novas tecnologias na escola

• Ano de defesa: 2016
• Autor(a) principal: Castilho, Andressa Garcia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Trabalho docente; Novas tecnologias; Educação; Teaching work; New technologies; Education; Educação Inovações tecnológicas; Professores Formação; Professores Efeito de inovações tecnológicas; CNPQ::CIENCIAS HUMANAS
• Link de acesso: https://repositorio.ufu.br/handle/123456789/23155; http://dx.doi.org/10.14393/ufu.di.2018.593

This dissertation is a result of an investigation made in 2015, in the Course of Master’s Degree of the Program of Postgraduate Studies in Education of the Federal University of Uberlândia. It has as purpose to analyze what is the impact of the teaching work of the insertion of the new technologies of information and communication inside the school. We investigated three places in the city of Uberlândia-MG: the first one was a municipal school, the second one was a state school and the last one was a private school. The methodological option is based assumptions of dialectical historical materialism. The collect of information constituted a corpora of seven interviews with teachers of each school, observations and notes of the field journal. An essay of this work was divided into three chapters. The introduction proposes a discussion about the methodological questions and includes the hypothesis which has been raised during the initial constitution of the work. The first chapter reveals the historic route of the new technologies in education and analyses what is the challenge of the teaching work in the school with their arrival. The second chapter is a text dedicated to the presentation of the community, of the school and of the investigated teachers. In it, we synthesize the methodological procedures adopted in this research. The last one matches to a systematization of the challenges and possibilities of using new technologies in schools starting from the investigated realities. As an analyze of this investigation we used theoretical men like Garcia (1980), Balzan (1994), Saviani (2005) Ferretti (1980), Oliveira (2004) Libanêo (2011) e Raimamm (2015). The study presented contradictions between the teaching work’s development and the implementation of new technologies. We identified how was given, over time, the responsibility of conducting the work to the teacher mediated by these resources.